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Jhtbltahrfc  luj  thr  Nutiintal  Aaanriatiint  fur 

Eduratinn  of  £xrnittmtal  (Jlhtliirrtt 

N.  3. 
1912 


13  nit 
0-8 


COPYRIGHTED  BY 

MAXIMILIAN  P.  E.  GROSZMANN,  Pd.  D. 

PLA1NFIELD,  N.  J. 

1912 


COURIER-NEWS    JOB    PRINT 
PLAINFIELD,    N.    J. 


aablr  of  (Cmttruts 


Page 

Foreword 3 

Schedule  I,  Child  History 7 

Schedule  II,  Body  Measurements 22 

Schedule  III,  Medical  Examination 29 

Schedule  IV,  Anatomical  and  Physiological  Examination .  32 

Schedule  V,  Regimen  and  Diet 39 

Schedule  VI,  Disease  Record 41 

Schedule  VII,  Physio-psychological  and  Mental  Tests 42 

Primary  Period 48 

Elementary  Period 50 

Intermediate  Period 56 

Advanced  Period 62 

Schedule  VIII,  Diagnosis — Classification 65 

Appendix,  Tentative  Classification  of  Exceptional  Chil- 
dren     67 

Index  .                                                                                     .  70 


261222 


The  tests  herewith  submitted  have  been  the  result  of 
many  years  of  practical  observation  and  experiment.  In 
their  original  form,  they  date  back  to  the  early  years  of  what 
was  then  known  as  '  *  The  Groszmann  School  for  Nervous  and 
Atypical  Children,"  which  was  founded  by  the  author  in 
1900.  Since  then,  there  has  been  constant  care  taken  to  re- 
vise and  elaborate  them. 

Even  as  they  are  now  published,  these  tests  are  tenta- 
tive and  experimental.  A  more  definite  system  can  be  estab- 
lished only  after  trying  out  these  suggestions,  in  comparison 
with  other  methods,  with  a  large  number  of  children.  Even 
the  tests  presented  by  the  French  psychologist  Binet,  which 
have  in  recent  years  made  such  a  stir  in  this  country,  have 
been  discovered  to  need  many  revisions  to  suit  the  conditions 
of  American  children,  and  their  usefulness  is  limited  at  best. 

The  system  of  tests  here  introduced  has  been  the  means 
by  which  we  have  kept  records  of  a  number  of  pupils  in 
the  "Groszmann  School,"  now  "Herbart  Hall,"  first  at 
"Comenius  Grove"  in  Virginia,  where  the  institution  was 
founded  in  1900 ;  then  in  New  York,  and  during  the  past  eight 
or  nine  years  in  Plainfield,  New  Jersey.  They  have  been  in 
part  compiled  from  previous  work  of  a  similar  kind,  such  as 
is  done  in  physiological  and  pathological  clinics  and  in 
psychological  laboratories.  In  the  first  crude  formulation 
of  the  Child  History  blank,  suggestions  were  utilized  from  a 
question  sheet  used  by  Johannes  Triiper,  director  of  an  in- 
stitution for  what  he  calls  ' '  psychopathische  Minderwerthig- 
keiten,"  at  Sophienhohe,  near  Jena.  But  all  selections  and 
suggestions  have  been  carefully  adapted  to  the  present  pur- 
pose, and  have  been  very  much  amplified  by  a  considerable 
amount  of  original  material.  And  then  they  have  been 
graded  as  well  as  our  present  knowledge  of  child  nature  will 
allow.  The  plan  and  arrangement  are  entirely  original  with 
the  author. 

The  main  purpose  of  these  tests  and  records  is  to  estab- 
lish, as  far  as  possible,  firstly,  a  diagnosis  of  a  child's  status 
at  the  time  he  first  conies  under  observation;  secondly,  by 
repeated  testing,  to  furnish  a  measuring  scale  for  the  child's 

3 


ability  to  grow,  to  develop,  to  expand ;  so  that  the  distinction 
between  normal,  accelerated,  retarded  and  arrested  growth 
may  be  more  safely  made.  In  fact,  they  may  serve  to  secure 
a  more  accurate  basis  for  determining  what  normal  develop- 
ment is,  and  to  circumscribe  its  content. 

In  the  actual  work  of  "Herbart  Hall"  the  arrangement 
is  that  before  a  pupil  is  accepted  the  parents  are  requested 
to  fill  out  the  ''Child  History"  blank,  eventually  with  the 
help  of  their  family  or  consulting  physician.  On  the  basis  of 
these  answers  it  is  decided  whether  or  not  the  child  appears 
to  be  a  suitable  pupil.  It  must  be  noticed  that  the  work  of  this 
Institute  is  not  for  mentally  defective  or  feeble-minded  chil- 
dren, but  for  what  the  author  has  called  ''atypical"  cases. 
Children  presenting  symptoms  so  puzzling  that  more  time 
will  be  needed  for  making  even  an  approximate  diagnosis, 
are  temporarily  accepted  into  the  "Observation  Clinic"  of 
the  "National  Association  for  the  Study  and  Education  of 
Exceptional  Children"  by  which  the  entire  work  is  main- 
tained. The  attached  Tentative  Classification  of  Exceptional 
Children  will  better  explain  the  author's  point  of  view  in 
grading  degrees  and  kinds  of  exceptional  development. 

As  soon  as  a  child  is  accepted,  he  is  given  a  complete 
Body  Measurement  such  as  Schedule  II  shows.  The  blanks 
provide  for  twelve  such  measurements,  and  are  intended  to 
cover  an  entire  calendar  year,  the  measurements  to  be  taken 
monthly.  Together  with  these  measurements  other  general 
observations  of  the  body  of  the  child  are  made  and  recorded, 
such  as  general  nutrition  and  response,  motor  co-ordination 
in  climbing  a  chair,  condition  of  feet,  etc..  It  is  necessary 
that  the  children  be  measured  without  clothes. 

Upon  entering,  the  child  is  given  a  medical  examination 
by  the  visiting  school  physician  whose  work  is  often  supple- 
mented by  specialists  (neurologists,  ophthalmologists,  ear, 
nose  and  throat  specialists,  dentists,  etc.),  so  as  to  obtain  a 
cross-section  of  the  child's  physical  condition.  The  blank 
used  for  this  purpose  is  introduced  as  Schedule  III.  The 
examination  is  repeated  twice  in  the  same  year. 

In  cases  where  a  complete  and  detailed  description  of  a 
child  is  desirable,  that  is  to  say,  whenever  the  case  presents 
confusing  elements  or  indicates  that  there  are  deeper  causes 
of  difficulty,  and  when  the  difficulty  is  particularly  serious, 
Schedule  IV  is  used.  It  is  evident  that  only  specialists  can 
make  these  tests  or  records.  It  seems  therefore  unnecessary  to 
go  into  a  detailed  explanation  of  these  records  which  would 
be  unintelligible  to  the  non-medical  reader  who  will  have  to 
rely  upon  the  deductions  made  by  the  physicians.  It  may, 


however,  be  said  that  the  form  of  the  skull  is  measured  with 
a  band  of  lead  which  yields  easily  to  the  bending  and  stays 
in  form  so  that  a  pencil  tracing  can  be  made.  The  Rotch  wrist 
tests  are  recorded  in  view  of  the  fact  that  they  reveal  physi- 
ological age,  as  does  the  development  of  pubic  hair.  Some 
of  the  simpler  tests  here  mentioned  are  also  included  in  the 
Groszmann  tests  proper  as  recorded  in  Schedule  VII. 

The  Herbart  Hall  records  contain  further  almost  daily 
reports  from  teachers  and  nurses  upon  the  mental  and  physi- 
cal condition  of  the  child  as  he  is  under  observation  in 
his  daily  routine,  his  life  habits,  his  school  work,  occupation 
and  play.  No  special  form  is  used  for  this  purpose,  except 
as  to  the  use  of  different-colored  cards  for  the  child's  card 
record.  Special  account  is  kept  of  the  child's  bowel  move- 
ments and,  in  the  case  of  an  adolescent  girl,  of  her  menstrual 
periods. 

The  Child 's  Regimen  and  Diet  are  carefully  regulated  on 
the  basis  of  all  these  findings.  The  blank  reproduced  as 
Schedule  V  is  used  for  this  purpose.  Here  are  recorded  the 
regular  bath  schedule  of  the  child,  his  diet,  his  medication 
and  general  tonic  treatment,  whether  he  is  to  wear  glasses, 
or  insoles,  and  a  number  of  other  things  for  the  guidance 
of  the  nurses  and  caretakers.  Tally  cards  are  given  out  to 
these,  but  the  main  record  is  kept  in  the  director's  office. 
The  blank  shows  how  minute  this  record  is. 

Schedule  VI  shows  the  record  of  diseases  the  child  may 
contract  during  his  stay  under  the  Institute 's  observation. 

Under  Schedule  VII,  the  author  presents  his  Measuring 
Scale  of  Mentality  which  should  be  applied  to  each  individual 
pupil  at  least  once  a  year,  to  ascertain  not  only  his  status  at 
the  time  of  first  examination,  but  his  ability  or  inability  to 
grow,  and  the  rate  of  such  growth. 

Schedule  VIII  is  intended  to  serve  as  a  record  of  the  final 
analysis  and  classification  of  each  case.  In  this,  the  peda- 
gogical research  worker  must  co-operate  once  more,  in  a  sum- 
ming up  process,  with  the  various  specialists  who  have  made 
the  partial  examinations  and  observations  recorded  before. 

It  is  evident  that  the  complete  system  of  these  records 
cannot  be  carried  out  without  the  co-operation  of  a  number 
of  observers,  combining  parental,  medical  and  educational 
data.  The  system  here  presented  is  exhaustive,  and  pre- 
supposes, among  other  things,  the  necessary  opportunities 
and  the  necessary  measure  of  time.  It  may  not  be  possible  to 
secure  all  the  data  or  make  all  the  tests  and  examinations 
in  a  given  case.  The  observer  may  have  to  use  his  discretion, 
to  adjust  himself  to  his  opportunity.  But  he  will  find  here 


at  least  an  organized  whole  from  which  he  may  select  the  es- 
sential parts  if  he  cannot  do  everything  that  may  seem  de- 
sirable. The  principles  underlying  this  schedule  will  guide 
him  in  his  selection. 

And  the  time  may  come  when  each  child  will  be  as  care- 
fully observed  as  the  breeder  of  horses  or  chickens  observes 
his  brood ;  when  there  will  be  a  science  of  education,  a  science 
of  parenthood,  a  science  of  teaching ;  when  it  will  not  be  con- 
sidered stupendous  and  preposterous  to  give  each  child  such 
minute  care  and  study  as  will  establish  his  full  status. 


The  set  of  questions  here  presented  is  perhaps  the  fullest 
ever  presented  anywhere.  The  significance  of  some  of  the 
answers  will  be  better  understood  by  the  observer  in  the  light 
of  the  principles  upon  which  the  Physio-psychological  and 
Mental  Tests  are  based  which  are  suggested  by  the  author 
under  Schedule  VII. 

In  not  a  few  cases  it  will  be  found  difficult  to  obtain  com- 
plete and  accurate  answers  from  the  parents.  Sometimes  this 
is  due  to  ignorance  on  their  part  of  the  meaning  of  the  ques- 
tions. These  will  therefore  have  to  be  carefully  explained. 
Often  desirable  data  cannot  be  obtained  because  the  parents 
have  forgotten  details,  dates,  etc.  For  not  very  many  parents 
keep  records  of  their  children's  development  and  history; 
and  even  educated  persons  have  difficulty  in  keeping  family 
records  that  contain  more  than  names  and  dates.  Then,  par- 
ents may  be  reticent  to  reveal  family  difficulties  and  items  in 
their  own  history  of  which  they  are,  more  or  less  justifiably, 
ashamed.  This  is  particularly  the  case  with  data  concerning 
nervous,  mental  and  venereal  diseases.  Unless  the  confidence 
of  the  parents  and  the  co-operation  of  the  family  physician 
are  secured  the  record  will  forever  be  incomplete.  Yet,  as 
much  depends  upon  establishing  hereditary,  congenital,  and 
early  environmental  influences,  no  effort  should  be  spared  to 
record  as  many  facts  as  possible. 

The  questions  and  their  significance  require  little  ex- 
planation. Blood  relationship  of  the  parents  has  often  been 
blamed  for  hereditary  burdens  of  the  children ;  but  it  seems 
that  the  blame  is  justified  only  when  both  parents  are  them- 
selves heavily  burdened  with  undesirable  characteristics. 
The  age  of  parents  at  the  birth  of  the  child  is  also  consid- 
ered an  important  factor  by  some;  and  altho  I  am  in- 
clined to  think  that  this  factor  is  overestimated  and  that 
much  depends  upon  the  individual  vitality  of  the  parents, 
whatever  the  age  may  be,  the  statement  is  included  in  the 
record  so  that  data  may  be  collected. 

The  condition  of  the  mother  during  pregnancy,  and  the 


relation  of  stillbirths,  miscarriages,  intermissions  between  the 
births  of  different  children,  etc.,  throw  much  light  upon  the 
origin  of  difficulties.  It  should  also  be  ascertained  whether 
or  not  the  mother  has  tried  to  prevent  the  birth  of  a  child, 
as  children  born  against  the  will  of  their  parents  are  usually 
heavily  burdened. 

A  child  ought  to  smile  not  later  than  at  the  age  of  3 
months ;  sit  up  at  4  to  6  months  of  age ;  stand  up  at  one  year 
and  begin  to  walk  and  talk  a  little  later.  Whooping  cough 
at  a  tender  age  frequently  injures  a  child's  chances;  neurotic 
babies  are  subject  to  convulsions  as  well  as  to  thumb-suck- 
ing. A  square  stubby  hand  is  a  low  sign.  Infectious  dis- 
eases often  leave  their  traces  behind.  Anesthesia  over  a 
great  part  of  the  body  is  often  a  sign  of  low  mental  grade. 

The  following  extract  from  the  author's  paper  on  " Dan- 
ger Signals  in  Young  Children"  (Volume  of  Proceedings,  Na- 
tional Education  Association,  Boston,  Mass.,  July,  1910), 
may  be  helpful: 

"Apparent  disinclination  to  obey  may  be  due  to  im- 
perfect hearing;  aversion  to  reading  and  writing,  to  imper- 
fect vision.  Ugliness  and  irritability  may  be  caused  by  as- 
"^tigmatism  which  in  turn  produces  eye-strain  and  persistent 
headaches.  Laziness  may  be  a  symptom  of  anemia  or  neu- 
rasthenia, or  it  may  be  caused  by  malnutrition,  overexertion 
at  home,  lack  of  sleep,  or  of  ventilation  in  the  child's  sleep- 
ing-chamber. Fretfulness  may  have  its  cause  in  a  great  num- 
ber of  various  conditions,  notably  indigestion.  Educators  are 
oftentimes  inclined  to  feel  very  much  vexed  when  a  child 
makes  grimaces,  is  inclined  to  giggle  and  babble,  and  to  dis- 
turb the  artificial  discipline  of  the  schoolroom  by  whisper- 
ing. And  yet  these  manifestations,  as  well  as  others,  like 
sniffing,  coughing,  restlessness,  and  inattention,  may  be,  and 
almost  always  are,  symptoms  of  nervous  disease.  They  may  be 
enumerated  among  the  so-called  habit  tics  or  habit  spasms, 
like  twitching,  shrugging,  shuffling,  grinning,  sighing,  yawn- 
ing, echolalia  (the  repetition  of  words  spoken  by  another,  as 
for  instance  repeating  a  question  before  answering  it),  utter- 
ing curious  sounds  such  as  chirping,  etc.  Again,  momentary 
inattention  and  absent-mindedness  may  be  due  to  a  mild  form 
of  petit  mal,  i.  e.,  epilepsy.  Sudden  attacks  of  excitement, 
outbreaks  of  temper,  destructiveness,  hitting  other  children, 
and  the  like,  suggest  the  presence  of  psychic  epilepsy.  Then 
there  are  the  manifold  movements  characteristic  of  chorea; 
;  and  while  true  hysteria  is  a  disease  which  does  not  develop 
before  the  adolescent  age,  there  are  quite  a  number  of  condi- 
tions in  children  which  may  be  counted  among  hysterical 

8 


symptoms.  An  emotional  temperament  is  one  of  them,  and 
the  instability  of  will  and  irresponsibility,  another.  These 
symptoms  are  very  often  found  in  young  girls  who  seem  to 
be  predestined  to  develop  true  hysteria  unless  preventive 
measures  are  taken  at  the  right  time.  It  has  been  observed 
by  many  that  an  exaggerated  imagination  and  selfishness,  or 
rather  self-centeredness,  go  with  these  symptoms;  and  that 
deviations  from  the  truth  and  often  surprising  fabrications 
are  characteristics  of  this  condition.  Children's  lies  are  a 
chapter  in  themselves.  Books  have  been  written  on  the  child 
as  a  witness,  showing  how  unreliable  are  the  statements  of 
children,  even  of  those  who  are  usually  considered  truthful. 
Stubbornness  and  disobedience,  qualities  which  are  usually 
judged  in  the  sense  of  disciplinary  conditions,  may  reveal 
themselves  to  the  careful  observer  as  danger-signals  indicat- 
ing disease  of  some  kind 

(  "Defective  teeth  are  invariably  a  danger-signal.  They 
may  prove  the  existence  of  various  functional  diseases,  hered- 
itary or  acquired,  which  prevent  their  proper  formation  and 
growth;  or  they  may  point  to  malnutrition  and  other  tem- 
porary causes.  In  every  instance,  defective  teeth  interfere 
with  the  proper  mastication  and  digestion  of  food ;  with  the 
protection  of  the  nasal-pharyngeal  cavity;  and  with  proper 
articulation 

"It  has  often  been  suggested  that  left-handedness  is  a 
danger-signal.  It  certainly  indicates  a  deviation  from  typical 
conditions.  Right-handedness  is  a  very  ancient  characteristic 
of  the  human  race  and  even  primitive  peoples  are  practically 
right-handed.  Left-handedness  is  therefore  not  to  be  con- 
sidered in  the  light  of  a  primitive  trait.  As  a  matter  of  fact, 
left-handed  individuals  are  found  among  the  very  intelligent 
and  skillful;  left-handedness  is,  then,  not  in  itself  a  danger- 
signal  unless  it  is  coupled  with  other  defects.  It  has  been 
shown  that  the  usual  right-handedness  may  have  one  cause 
in  the  arrangement  of  the  blood  supply  from  the  heart  which 
favors  the  right  arm ;  left-handedness  would,  therefore,  mean 
a  reversion  of  this  arrangement. 

"Another  cause  of  the  right-handedness  of  a  great  ma- 
jority of  men,  however,  is  the  stronger  development  of  the 
left  hemisphere  of  the  brain.  When,  therefore,  left-handed- 
ness  is  connected  with  speech-defects,  as  it  often  is,  it  would 
reinforce  a  diagnosis  of  defective  central  condition;  for 
speech-defects,  unless  caused  by  anatomical  defects  in  the  or- 
gans of  speech,  can  be  explained  only  by  under-development 
or  lesion  in  the  speech-centers  of  the  left  hemisphere.  Speech 
defects  are  most  pronouncedly  danger-signals. 


"Here  we  come  to  the  large  number  of  danger-signals  in 
the  development  of  the  nervous  system.  And  this  is  at  the 
same  time  the  province  of  psychological  disorders.  It  must, 
however,  again  be  stated  that  there  is  a  constant  interaction 
between  bodily  and  psychic  conditions,  and  that  it  is  impos- 
sible to  separate  absolutely  the  psychical  from  the  physical. 
Bodily  symptoms  will  indicate  psychic  defects,  and  psychic 
symptoms  will  indicate  disturbance  of  physiologic  functions. 
Some  of  the  danger-signals  in  this  province  are  changes  in 
temperament  (crying  or  laughing  readily)  and  unwarranted 
attacks  of  temper ;  rapid  fatiguing  and  disinclination  for  ef- 
fort; drowsiness;  excitability;  insomnia.  Of  the  habit 
spasms  I  have  already  spoken.  Then  there  are  defects  of 
memory  and  judgment  as  well  as  lack  of  determination  and 
decision.  A  mechanical  memory  alone  is  not  a  sign  of  in- 
telligence, and  is  found  in  remarkable  development  even 
among  imbeciles.  Precocity  is  another  sign  of  eventual 
nervous  strain  and  derangement 

"In  determining  growth  periods  there  has  recently  been 
made  the  very  helpful  distinction  between  the  chronological, 
anatomical,  physiological,  and  psychological  age  of  children. 
A  boy  of  twelve  in  years  is  not  necessarily  a  boy  of  twelve 
in  development.  Even  if  his  anatomical  growth  be  normal 
for  his  age,  his  physiological  function  or  his  psychological 
evolution  may  lag  behind,  so  that  he  is  actually  only  nine  or 
ten  years  old.  Or  it  may  be  the  other  way :  he  may  be  mental- 
ly normal  or  even  precocious,  and  backward  in  weight  and 
size.  Any  such  discrepancy  will  cause  a  tension  fraught  with 
danger. 

1 '  Our  first  care  must  be  therefore  to  discover  whether  or 
not  the  anatomical  structure  and  the  physiological  function 
in  a  child  correspond  to  the  age  standard.  This  will  imply 
body  measurements  and  a  number  of  tests  and  observations, 
some  of  which  may  be  made  in  the  home  and  in  the  school- 
room while  others  require  the  co-operation  of  a  physician. 

' '  Child  study,  it  will  be  remembered,  implies  the  strictest 
co-operation  of  educator  and  physician. ' ' 


10 


National  Ajeaflriattatt  fnr  tty  £>tu&g  ani  Biuratum  0f 


A.  Name  of  person  making  report  : 

B.  Date  of  report: 

ttuihutiral  dtatrmruts 

1.  Name  of  child  in  full: 

2.  Date  of  birth  of  child  : 

3.  Birthplace  of  child  : 

4.  If  foreign  born,  when  did  the  child  come  to  this 
country  ? 

5.  White  or  colored? 

6.  FATHER  :     a.  Full  name  : 

b.  White  or  colored: 

c.  Address,  business:  Telephone: 

home: 

d.  Occupation: 

e.  Date  of  birth: 

f.  Birthplace. 

g.  Living  or  dead? 

If   dead,   state   cause   and   time    of 
death  : 

h.  Married  more  than  once?     Is  child 
born  of  first  or  any  other  marriage  ?   State  details  : 


i.  Organic  diseases  he  has  had,  includ- 
ing venereal : 

j.  Mental,  brain  and  nervous  diseases: 
(underline)  Epilepsy,  insanity,  neuroses,  striking 
personality,  precocity,  weak-mindedness,  intemper- 
ance, crime,  suicide,  etc. 

Use  spare  space  for  further  description. 


k.  Temperament: 

1.    Additional  information 


11 


7.     MOTHER :    a.  Full  name  before  marriage : 

b.  White  or  colored: 

c.  Address,  business :  Telephone : 

home: 

d.  Occupation:  J  »•  Before  Carriage: 

(  b.  After  marriage : 

e.  Date  of  birth : 

f.  Birthplace: 

g.  Living  or  dead? 

If   dead,   state   time   and    cause    of 

death : 

h.  Married  more  than  once?  Is  child 
born  of  first  or  any  other  mar- 
riage ?  State  details : 


i.  Organic  diseases  she  has  had,  includ- 
ing venereal: 

j.  Mental,  brain  and  nervous  diseases; 
(underline)  Epilepsy,  insanity,  neuroses,  striking 
personality,  precocity,  weakmindedness,  intemper- 
ance, crime,  suicide,  etc. 

Use  spare  space  for  further  description. 


k.  Temperament: 

1.    Additional  information : 


8.  Religious  connections  of  parents:  -f?la  ,r: 

^Mother: 

9.  Are  father  and  mother  blood  relations? 
If  so,  how  near  ? 

10.  Age  of  father  at  marriage :  At  birth  of  child : 
Age  of  mother  at  marriage :  At  birth  of  child : 

11.  Was  child  born  in  marriage  or  out  of  marriage? 

12.  Give  order  of  births  of  all  children,  marking  the  one 
whose  history  is  given  with  * : 

12 


Date: 

Sex: 

Living: 

Cause  of 
Death: 

Still  Birth:* 

Miscarriage:  * 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

Full  Term: 

Short  Term: 

Labor: 

Physical  con- 
dition of  child 

Mental  con- 
dition of  child 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

*State  cause  if  any  is  known.    A  still  birth  or  mis- 
carriage counts  as  a  child. 

13.     State  any  further  facts  about  the  conditions  under 
which  birth  of  child  occurred : 


14.  Is  there  anything  remarkable  to  report  concerning 
the  mother's  pregnancy  with  the  child?    Sickness? 
Violent  emotional  storms?    Fear?     Anxiety?     Con- 
vulsions ?    Etc. 

15.  PATERNAL  GRANDPARENTS:  Were  they  blood 

relations  ? 
GRANDFATHER :  GRANDMOTHER : 

a.  Name:  a. 

b.  White  or  colored :  b. 

c.  Occupation:  c. 

d.  Date  of  birth?  d. 

e.  Birthplace:  e. 

13 


f  .  Living  or  dead  :  f  . 

Cause  and  time  of  death  : 
g.  Organic  diseases:  g. 

(See  6,  i.) 
h.  Mental  and  nervous  diseases  :        h. 

(See  6,  j.) 

i.  Temperament:  i. 

j.  Additional  information:  j. 

16.     MATERNAL  GRANDPARENTS  :  Were  they  blood 

relations  ? 
GRANDFATHER  :  GRANDMOTHER  : 

a.  Name  :  a. 

b.  White  or  colored:  b. 

c.  Occupation:  c. 

d.  Date  of  birth  :  d. 

e.  Birthplace:  e. 

f.  Living  or  dead?  f. 
Time  and  cause  of  death  : 

g.  Organic  diseases:  g. 

(See  6,  i.) 
h.  Mental  and  nervous  diseases  :        h. 

(See  6,  j.) 

i.  Temperament:  i. 

j.  Additional  information:  j. 

17.     Any  information  which  can  be  given  about 
Uncles  : 
Aunts  : 

Other  relatives: 
Remoter  ancestors: 


1.  Was  there  deficient  animation  in  the  child  at  birth? 

2.  Had  the  child  convulsions,  fits,  spasms  or  spells,  soon 
after  birth? 

3.  Was  the  child  nursed? 
By  whom? 

How  long  ? 

4.  May  any  unfavorable  influence  have  resulted  there- 

from, such  as  insufficient  nourishment  thru  the 
mother,  or  the  transmission  of  syphilis  and  other 
injuries,  etc.?  What  medication  was  mother  sub- 
jected to  during  nursing? 

5.  Or  was  the  child  bottle-fed  ? 
State  nature  of  feeding,  time,  etc. 

14 


6.  How  often  was  the  child  vaccinated? 
When? 

Did  it  take? 

Were  changes  noticeable  after  vaccination? 

When? 

7.  When  did  the  child  first  smile? 

8.  When  did  the  child  first  sit  up? 

9.  When  did  the  child  first  stand  up? 

10.  When  did  the  child  learn  to  walk? 

11.  When  did  the  child  learn  to  talk? 

12.  How  did  language  develop  ? 

13.  When  did  the  nightly  bed- wetting  cease  ?  Or 
does  it  still  take  place?                  Regularly  or  occa- 
sionally ? 

14.  State  whether  and  when  child  had  affection  of: 
Lungs :  Stomach :  Heart : 
Colon :                       Liver :  Kidneys : 
Thyroid  Gland:       Appendix:  Bladder: 
Genital  Organs :      Other  vital  organs : 

In  each  case,  state  time  and  nature  of  affection. 

15.  Give  date  of  Measles :  Whooping  cough : 
Scarlet  fever :  Diphtheria : 
Varioloid :  Smallpox : 
Cerebro-spinal  meningitis:            Typhus: 
Scrofula :                                           Rickets : 
Ophthalmia :                                    Infantile  paralysis : 
Inflammation  of  bowels :                Rupture : 
Neuralgia :                                       Pneumonia : 
Hemorrhage :                                   Rheumatism : 

Ear  disease :  Eye  disease : 

Difficulties  of  nose  and  throat :    Headaches : 
Fevers  without  apparent  cause :  Head  eruptions : 
Fits  and  convulsions:  Epilepsy: 

St.  Vitus  Dance  (Chorea)  :  Insanity: 

Inflammation  of  the  brain : 

In  each  case  state  character  of  affection,  and  whether 
any  traces  are  left.  Cross  out  what  child  has  never  suffered 
from. 

16.  When  did  child  get  first  teeth? 

Was  teething  accompanied  by  illness,  convulsions, 
loss  of  consciousness,  etc.? 

17.  Have  second  teeth  come? 
How  many? 

18.  Has  the  child  ever  received,  directly  or  indirectly, 
any  injuries  to  the  head,  concussion  of  the  brain, 

15 


etc.  ?    Has  he  had  any  falls  ?    If  so,  when,  and  what 
consequences  followed  them  ? 

19.     Has  the  child  ever  undergone  any  surgical  operation  ? 
What  kind  ?          When  ?          Name  of  surgeon : 
Consequences  : 

of  (Eljtlb 

Data 

1.  Height,  without  shoes  or  stockings: 

2.  Weight,  without  clothing: 

3.  Color  of  hair :       Color  of  hair  of  father :         mother : 

4.  Color  of  eyes :      Color  of  eyes  of  father :       mother : 

5.  Child  resembles  which  parent  or  ancestor? 

6.  Describe  any  peculiarity  in  the  form  or  size  of  the 
head: 

7.  Describe  any  peculiarity  of  the  features: 

8.  Is  the  child  a  mouth  breather? 

9.  Describe  the  present  condition  of  teeth: 

10.  Does  the  child  squint  ? 

11.  Has  the  build  of  the  body  any  striking  peculiarity? 
Neck :  Thorax : 

12.  Does  the  skin  show  any  peculiarity  ? 

13.  Have  postures  and  gait  any  striking  peculiarity? 
Does  the  child  walk  unsteadily? 

11      bent  forward? 
"      with    fully    extended    or   with 
bended  knees? 

14.  How  does  the  child  go  up  and  down  stairs? 

15.  Is  the  child  deformed  or  crippled  ? 

16.  Are  the  hands  normally  constructed  ? 
Do  they  feel  warm,  or  cold,  or  flaccid? 
Does  the  child  grasp  with  the  right  hand? 
With  the  left  hand? 

With  both  hands? 

Can  child  voluntarily  spread  and  bend  fingers? 

Can  child  eat  alone? 

Can  child  drink  alone? 

Can  child  dress  completely  ? 

Can  child  undress  completely  ? 

Are  any  weaknesses  of  the    muscles    of    hands    or 

fingers  present? 

17.  Do  noticeably  peculiar  movements  appear? 

Of  hands  ?  Legs  ?  Face  ?  Muscles  ? 

18.  Are  any  of  the  child's  limbs  lame  or  stiff?     If  sor 
what  is  the  reason? 

16 


IFimrtUma 

1.  Does  the  child  masticate  food  properly? 

2.  Is  digestion  normal? 

Do  digestive  disturbances  appear  ? 

3.  In  the  case  of  an  adolescent  girl  : 
When  did  she  begin  to  menstruate  ? 

Are  there  any  difficulties  of  menstruation?    Which? 

4.  Does  child  wet  clothing  ?  Bed  ? 
Does  child  soil  clothing?  Bed? 

5.  How  does  the  child  sleep? 

Does  nightly  awakening  in  alarm,  or  somnambulism, 
appear  ? 

Does  child  sleep  with  closed  or  open  windows  ? 
Does  child  sleep  in  the  dark  or  with  light  burning? 
Does  child  sleep  alone  in  bed  and  room? 

6.  Are  any  disorders  of  sense  apparent? 
Hardness  of  hearing  ?  Short-sightedness  ? 
Far-sightedness  ?                     Astigmatism  ? 
Hyper-sensitiveness  of  skin  ? 

Dull  sensibility  to  stimuli  upon  the  skin,  like  those 
produced  by  warmth,  cold  impact,  pressure,  tickling, 
etc.? 

Deficient  sense  of  taste  ? 
Deficient  sense  of  smell? 
Deficient  sense  of  touch  ? 
Deficient  muscular  sense  ? 
Deficient  sense  of  balance? 

If  there  is  hyper-sensitiveness  of  any  of  the  sense  or- 
gans, state  so. 

7.  Are  any  disturbances  of  speech  present? 
Stammering :  Stuttering : 
Impetuous  speech :  Sluggish  speech : 
Lisping :                                     Indistinctness : 

8.  What  kind  of  baths  is  the  child  accustomed  to? 
At  what  frequency? 

Has  there  ever  been  any  hydrotheraphy  employed? 

Moral  Status 

1.  Is  sexual  excitement  noticeable  ? 
Has  there  been  sexual  intercourse? 

2.  Has  the  act  of  self-abuse,  or  masturbation,  been  ob- 
served ? 

3.  Does  the  child  evince  normal  love  for  parents,  broth- 
ers and  sisters? 

Or  does  child  care  for  them  only  to  accomplish  selfish 
ends? 

17 


4.  Does  child  obey  willingly? 

If  not,  how  is  disobedience  shown  ? 

5.  What  correction,  if  any,  has  been  used  at  home  ? 
What  was  the  result? 

6.  Is  the  child  religiously  inclined  ? 

7.  Has  the  child  the  feeling  of  reverence  ? 

8.  Is  the  child  respectful? 

9.  Does  the  child  show  self-respect? 
Has  the  child  the  sense  of  modesty  ? 

10.  Has  the  child  the  sense  of  responsibility  ? 

11.  Has  the  child  seriousness  of  purpose  ? 

12.  Does  the  child  manifest    any    dangerous    traits    of 
character  ? 

Does  the  child  tell  falsehoods  ? 
Does  the  child  deceive  ? 
Is  child  destructive  ? 

To  furniture?      To  books?    To  anything  else? 
Is  child  dangerous  with  fire  ? 
Is  child  cruel  to  animals?  To  other  children? 

13.  Is  the  child  inclined  to  run  away  from  home,  or 
school,  or  does  he  show  nomadic  tendencies  in  other 
ways? 

14.  Does  the  child  offer  any  special  difficulties  to  guid- 
ance in  still  other  respects?    If  so,  in  what  do  they 
consist  ? 

Pmtliantira  anfr  Siabiia 

1.  Does  the  child  show  morbid  conditions  of  fear  ? 
How  are  these  conditions  expressed? 

2.  Is  the  child  of  a  gay,  or  of  sober  mood  ? 

3.  Is  the  child  of  a  nervous  temperament  ? 

4.  Does  the  child  laugh  or  cry  easily  without  cause  ? 

5.  Is  the  child  easily  affected  by  suggestion? 
Is  he  given  to  auto-suggestions  ? 

Has  he  created  for  himself  imaginary  companions? 
At  what  age  ?    Describe : 


6.  Is  the  child  sympathetic,  or  indifferent,  or  malignant, 
in  the  presence  of  others'  pain? 

7.  Does  thp  child  like  to  nag  others? 

18 


8.  Does  the  child  quarrel  easily? 
Is  he  peaceable? 

9.  Is  child  communicative?  Self-centered? 

10.  Is  the  child  social  ?  Retiring  ? 

11.  Is  the  child  kind?  Malicious? 

12.  Does  the  child  appear  capricious?       Spiteful? 
Violent  ?  Passi  onate  ? 
Under  what  circumstances  ? 

13.  Is  the  child  lazy  ?          Slow  ?          Quiet  ? 
Lively?          Restless?          Excitable? 

14.  Is  the  child  neat  and  clean  in  dress  ? 
In  room? 

15.  How  are  the  child's  table  manners? 
Does  the  child  use  knife  and  fork? 
Or  spoon  only? 

Does  the  child  chew  with  open  or  closed  lips? 

Is  there  preference  for  any  food?  Or  drink? 

Is  child  gluttonous? 

Is  there  aversion  for  any  food  or  drink? 

Does  the  child  try  to  eat,  or  eat  uneatable  things? 

Does  the  child  use  tobacco  ?  Intoxicants  ? 

16.  Has  the  child  any  other  habits,  capacities,  peculiari- 
ties or  fads?    What  are  they? 


mental 

1.  Does  the  child  possess  some  prominent  gift? 

2.  Does  the  child  appear  to  be  ahead  of  other  children 
of  same  age?    If  so,  describe : 

3.  Has  the  child's  development  appeared  to  be  behind 
that  of  other  children  of  same  age? 

If  so,  since  when,  and  in  what  respects  ? 

4.  Has  the  child  a  good  or  a  poor  memory  ? 
Is  it  mechanical  or  logical? 

5.  How  is  the  child's  attention? 

6.  Can  child  concentrate,  or  is  he  scatter-brained? 

7.  Is  the  child's  thought  connected  or  disconnected? 

8.  Is  the  child's  reaction  short  or  long? 

9.  Has  the  child  the  ability  to  conceive  clearly? 

10.  How  is  the  child's  power  of  imagination? 

11.  How  is  the  child's  power  of  imitation? 

12.  Has  the  child  initiative? 

19 


13.  Has  the  child  creative  ability? 

14.  Has   the   child   the   power   of   judgment   and   self- 
direction  ? 

15.  Is  the  child  circumspect?  Deliberate f 
Reckless  ?  Thoughtless  ? 

16.  Can  the  child  freely  and  intelligently  repeat  any 
story  ? 

What,  for  example  ? 

17.  Has  the  child  already  received  instruction?    Where, 
when,  how  long,  from  whom? 

What  of  its  success  ? 
What  school  grade  has  he  reached? 
In  what  subjects  of  instruction  does  the  child  accom- 
plish most  ? 

In  what  subjects  has  there  been  the  least  success,  and 
what  was  the  probable  cause? 

18.  Can  the  child  read?  How  much? 
What  reader  has  be  mastered? 

19.  Can  the  child  write?  How  much? 
Is  there  any  peculiarity  about  the  writing? 

20.  Can  the  child  draw?      Paint?      Model? 
Sew  ?      Weave  ? 

23.     Can  the  child  distinguish  colors?       What  colors? 

22.  Does  the  child  distinguish  form?         Give  details? 

23.  What  are  the  child's  ideas  of  number? 

Can  he  count  ?  How  many  ? 

Can  he  add  ?  Subtract  ? 

Multiply  ?  Divide  ? 

Can  he  generally  compute  with  certainty? 
What  books,  if  any,  has  he  used? 

24.  What  are  the  child's  ideas  of  time? 

Does  the  child  know  past,  present  and  future  ? 
Can  he  understand  different  lengths  of  time  ? 

25.  What  is  the  child's  idea  of  distance? 

26.  Can  the  child  locate  himself  easily? 
Can  he  find  places? 

27.  Can  the  child  run  errands  ? 

28.  Is  the  child  fond  of  music  ? 
Can  he  carry  a  tune  ? 

Does  the  child  play  an  instrument? 

29.  Does  the  child  like  to  busy  himself,  and  self-actively. 
as  in  playing  and  learning  ? 

30.  With  what  does  the  child  like  best  to  busy  himself? 

31.  Is  the  child  skillful  or  helpless  in  practical  occu- 
pations? 

32.  Can  the  child  handle  tools? 

20 


33.  What  can  the  child  make  ? 

34.  Can  the  child  do  housework?  What  kind? 

35.  Can  the  child  throw  a  ball  ? 
Can  the  child  catch  a  ball? 

36.  Can  the  child  tie  and  untie  a  knot  ? 

37.  For  what  does  he  show  special  interest  and  skill? 

(fcnrral 

1.  Are  the  exceptional  symptoms  continuous  or  peri- 
odic? In  the  latter  case,  at  what  intervals  do  they 
appear?  And  with  what  other  symptoms  are  they 
connected?  (e.  g.  digestion,  menstruation,  etc.)? 


2.     Can  any  special  cause  be  assigned  for  the  child's 
condition,  such  as: 

Errors  of  education? 

Long  accustomed  inactivity? 

Bodily  or  mental  over-exertion? 

Violent  emotional  storms,  fright,  fear,,  anxiety, 

etc. 


3.  What  medical  means  have  been  applied  heretofore 
to  remove  the  atypical  conditions  ?  When,  by  whom, 
and  with  what  success? 


DIRECTIONS 

Please  answer  these  questions  as  fully  and  accurately  as 
you  can;  if  necessary,  with  the  assistance  of  your  family 
physician  or  consulting  specialist. 

Write  as  plainly  as  you  can,  so  that  there  be  no  chance 
of  misreading  your  answers. 

All  information  given  in  reply  to  these  questions,  desir- 
able and  necessary  as  it  is  for  a  full  understanding  and  diag- 
nosis of  the  case,  will  be  considered  confidential. 

It  is  requested  to  send  photographs  of  the  child  at  dif- 
ferent stages  of  development.  If  parents  wish  these  photos 
returned  they  are  expected  to  permit  the  school  to  take  copies 
for  its  record  of  the  child's  case. 

21 


The  following  table  is  intended  for  a  record  of  body 
measurements.  The  best  outfit  for  taking  these  is  a  physi- 
cian's scale,  a  stadiometer  or  measuring  rod  for  measuring 
height,  a  pair  of  chest  depth  calipers,  a  pair  of  chest  breadth 
calipers,  anthropometric  tape  (steel)  and  a  spirometer. 

The  measurements  should  be  taken  over  the  unclothed 
body  so  as  to  allow  accuracy  and  complete  observation. 
Wherever  that  is  impossible,  only  a  minimum  of  clothing 
should  be  allowed,  the  weight  of  which  can  be  easily  de- 
ducted. Clothing  is  usually  heavier  than  it  is  thought,  and 
constitutes  a  source  of  considerable  error.  In  measuring 
large  numbers  of  children,  this  error  may  be  minimized ;  but 
in  following  up  the  height  and  weight  of  an  individual  child, 
errors  of  a  few  pounds  in  weight  or  of  an  inch  in  height  may 
obscure  the  oncoming  of  disease. 

Again,  it  is  best  to  measure  the  same  child  always  at  the 
same  hour  of  the  day.  It  has  been  shown  that  the  weight  of 
the  body  varies  several  pounds  at  different  times  during  the 
day ;  that  there  is  a  daily  rhythm,  owing  to  the  various  meta- 
bolic conditions  during  the  time  of  active  life  in  contrast  to 
rest  periods.  Observations  seem  to  warrant  the  suggestion 
that  the  best  time  for  obtaining  a  fairly  stationary  figure 
for  weight  is  in  the  middle  of  the  forenoon. 

It  is,  furthermore,  more  important  that  the  figures  for 
height  and  weight  should  correspond  than  that  a  child  be 
average  in  these  measurements.  In  other  words,  a  child  may 
represent  a  smaller,  or  a  larger,  type  without  danger  to  his 
development.  But  if  he  should  weigh  less  than  the  average 
boy  of  his  age,  yet  his  height  be  average  or  even  above  the 
average,  or  vice-versa,  there  is  reason  to  investigate.  Exces- 
sive or  distinctly  stunted  growth  is  of  course  also  abnormal. 
But  it  has  been  found  that  in  general  the  larger  and  taller 
children  are  more  successful  than  the  smaller  ones.  Loss 
of  weight  is  a  danger  signal. 

Attention  is  again  called  to  the  tension  which  may  be 
caused  by  discrepancies  between  the  chronological,  anatomi- 


cal,  physiological  and  psychological  age  of  a  child.  Stunted 
growth  and  underdeveloped  functioning,  coupled  with  over- 
alert  and  precocious  mentality  (cf.  the  author's  paper  on 
"The  Exceptionally  Bright  Child,"  Reprint  from  the  Pro- 
ceedings of  the  First  Annual  Conference  on  the  Problem  of 
the  Exceptional  Child,  April,  1910),  will  predispose  a  child 
for  a  collapse.  And  there  are  children  with  precocious  phy- 
sical growth  unaccompanied  by  corresponding  mental  de- 
velopment, often  being  decidedly  backward  intellectually. 
Absolute  normal  poise,  when  all  the  different  aspects  of  hu- 
man personality  are  well  related,  is  comparatively  rare. 

The  following  tables,  taken  from  Hastings'  Manual  of 
Physical  Measurements,  with  the  centimeters  figured  in 
inches  and  the  kilos  figured  in  pounds,  will  give  the  results 
of  measurements  of  many  children  for  comparison  with  the 
figures  obtained  for  the  individual  child  under  observation. 


HEIGHT  AND  WEIGHT  MEASUREMENTS  OP 
BOYS 

From  Hastings'  Manual  of  Physical  Measurements 


Age  of  5                                 Age  of  6 

cm         in     kilo       Ibs         cm          in     kilo       Ibs 

112.00 

44.01 

21.02 

46.24 

116.00 

45.58 

21.92 

48.22 

110.00 

43.23 

19.20 

42.24 

114.00 

44.79 

20.85 

45.87 

108.00 

42.44 

18.84 

41.44 

112.00 

44.01 

19.89 

43.75 

106.00 

41.65 

18.26 

40.17 

110.00 

43.23 

19.49 

42.87 

104.00 

40.87 

17.50 

38.50 

108.00 

42.44 

19.02 

41.84 

102.00 

40.08 

17.29 

38.03 

106.00 

41.65 

18.21 

40.06 

100.00 

39.30 

16.31 

35.88 

104.00 

40.87 

17.82 

39.20 

98.00 

38.51 

15.99 

35.17 

102.00 

40.08 

16.36 

35.99 

Mean:      105.78141.75117.861    39.29[|110.67[43.49|19.37|   42.61 


Age  of  7 


Age  of  8 


122.00  47.94 

24.51 

53.94 

127.00 

49.91 

26.93 

59.24 

120.00 

47.15 

22.78 

50.12 

125.00 

49.12 

24.64 

54.20 

118.00 

46.36 

22.00 

48.40 

123.00 

48.33 

24.47 

53.63 

116.00 

45.58 

21.50 

47.31 

121.00 

47.54 

23.74 

52.22 

114.00 

44.79 

21.00 

46.21 

119.00 

46.75 

22.35 

49.17 

112.00 

44.01 

19.48 

42.86 

117.00 

45.97 

21.77 

47.89 

110.00 

43.23 

19.39 

42.67 

115.00 

45.18 

21.11 

46.44 

108.00 

42.44 

18.38 

40.45 

113.00 

44.40 

19.72 

43.38 

Mean:      115. 69145. 46|21.30[   46.49||121.31|47.67|23.14|    50.90 


23 


Mean 


Mean 


Mean: 


Age  of  9             Age  of  10 

cm    in  kilo   Ibs    cm    in  kilo   Ibs 

132.00 

51.87 

28.36 

62.39 

136.00 

53.44 

30.82 

67.80 

130.00 

51.08 

27.26 

59.97 

134.00 

52.65 

29.15 

64.13 

128.00 

50.29 

26.87 

59.11 

132.00 

51.87 

28.14 

61.90 

126.00 

49.51 

25.54 

56.18 

130.00 

51.08 

27.53 

60.56 

124.00 

48.72 

24.70 

54.34 

128.00 

50.29 

26.27 

57.79 

122.00 

47.94 

24.07 

52.95 

126.00 

49.51 

25.78 

56.71 

120.00 

47.15 

22.72 

49.98 

124.00 

48.72 

24.90 

54.78 

118.00 

46.36 

21.49 

47.27 

122.00 

47.94 

24.01 

52.82 

125.86|49.56|25.07|  55.15||130.95|51.46127.85|  61.27 

Age  of  11            Age  of  12 

142.00 

55.80 

34.78 

87.51 

146.00 

57.73 

37.56 

82.63 

140.00 

55.01 

32.40 

71.28 

144.00 

56.58 

35.74 

78.62 

138.00 

54.22 

31.08 

68.37 

142.00 

55.80 

34.54 

75.98 

136.00 

53.44 

30.29 

66.63 

140.00 

55.01 

34.04 

74.88 

134.00 

52.65 

29.51 

64.92 

138.00 

54.22 

33127 

73.19 

132.00 

51.87 

27.73 

61.00 

136.00 

53.44 

30.68 

67.49 

130.00 

51.08 

28.52 

62.74 

134.00 

52.65 

30.39 

66.85 

128.00 

50.29 

25.88 

56.93 

132.00 

51.87 

28.44 

62.56 

Mean:       134.90|53.01|29.86|    65.69||140.29|55.13|32.98[   72.55 


Age  of  13 


Age  of  14 


154.00 

60.51 

43.98 

96.75 

164.00 

64.45 

54.77 

120.49 

151.00 

59.33 

39.62 

87.16 

160.00 

62.8? 

48.50 

106.70 

148.00 

58.15 

38.18 

83.99 

156.00 

61.30 

45.50 

100.10 

145.00 

56.98 

36.06 

79.33 

152.00 

59.73 

42.33 

93.12 

142.00 

55.80 

35.30 

77.66 

148.00 

58.15 

39.46 

86.81 

139.00 

54.62 

33.66 

74.05 

144.00 

56.59 

36.85 

81.07 

136.00 

53.44 

31.82 

70.00 

140.00 

55.01 

34.74 

76.42 

133.00 

52.26 

29.09 

63.99 

136.00 

53.44 

30.76 

67.67 

145.09 

57.02|35.60|    78.32||151.02|59.34 

39.73|   87.40 

Age  of  15 


Age  of  16 


170.00 

66.81 

60.45 

132.99 

173.00 

67.98 

64.09 

140.99 

166.00 

65.23 

54.43 

119.74 

170.00 

66.81 

58.07 

127.75 

162.00 

€3.66 

52.95 

116.49 

167.00 

65.63 

56.36 

123.99 

158.00 

62.08 

48.98 

107.75 

164.00 

64.45 

55.00 

121.00 

154.00 

60.51 

44.54 

97.98 

161.00 

63.27 

52.88 

116.33 

150.00 

58.95 

41.59 

91.49 

158.00 

62.09 

47.12 

103.66 

146.00 

57.37 

38.68 

85.09 

155.00 

60.91 

44.09 

96.99 

142.00 

55.80 

35.68 

78.49| 

152.00 

59.73 

40.00 

88.00 

Mean:   158.  18|62.16|46.95|103.29||163.  73(64.34 

52.90J116.38 

Age  of  17 


Age  of  18 


178.00 

69.95 

63.56 

139.83 

180.00 

70.72 

66.27 

145.79 

175.00 

68.77 

62.39 

137.25 

177.00 

69.54 

64.32 

141.50 

172.00 

67.59 

58.64 

129.00 

174.00 

68.36 

62.73 

138.00 

169.00 

66.41 

57.14 

125.70 

171.00 

67.20 

60.78 

133.71 

166.00 

65.23 

55.97 

123.13 

168.00 

66.02 

57.27 

125.99 

163.00 

64.04 

53.18 

116.99 

165.00 

64.83 

54.24 

119.32 

160.00 

62.87 

49.88 

109.73 

162.00 

63.66 

54.36 

119.59 

157.00 

61.96 

45.45 

99.99 

159.00 

62.47 

53.13 

116.88 

169.98166.80 

56.82 

125.00||171.07|67.23|59.25|130.35 

24 


Age  of  19 


Age  of  2O 


cm        in     kilo       Ibs         cm         in     kilo       Ibs 

182.00 

71.52167.61 

148.74 

184.00 

72.30 

74.77 

164.49 

179.00 

70.34 

65.11 

143.24 

181.00 

71.12 

66.93 

147.24 

176.00 

69.16 

64.09 

140.99 

178.00 

69.95 

65.18 

143.39 

173.00 

67.98 

61.93 

136.22 

175.00 

68.77 

63.68 

140.09 

170.00 

66.81 

60.60 

133.32 

172.00 

67.59 

60.45 

132.99 

167.00 

65.63 

58.91 

129.60 

169.00 

66.41 

59.32 

130.52 

164.00 

64.45 

56.95 

125.29 

166.00 

65.23 

59.14 

130.10 

161.00 

[63.27 

52.67 

115.87 

163.00 

64.04 

54.59 

120.09 

Mean :      171.89|67.52[61.71[135. 76||172.22|67.67[61.09|134.39 


Mean: 


HEIGHT  AND  WEIGHT  MEASUREMENTS  OP 
GIRLS 

Prom  Hastings'  Manual  of  Physical  Measurements 


Age  of  5             Age  of  6 

cm    in  kilo   Ibs    cm    in  kilo   Ibs 

112.00 

44.01 

20.741  45.62 

116.00 

45.58 

21.36 

46.99 

110.00 

43.23 

18.71 

41.16 

114.00 

44.79 

20.20 

44.44 

108.00 

42.44 

18.86 

41.49 

112.00 

44.01 

19.64 

43.20 

106.00 

41.65 

18.22 

40.08 

110.00 

43.23 

19.01 

41.82 

104.00 

40.87 

17.27 

37.99 

108.00 

42.44 

18.28 

40.21 

102.00 

40.08 

16.84 

37.04 

106.00 

41.65 

17.73 

39.00 

100.00 

39.30 

16.02 

35.24 

104.00 

40.87 

16.93 

37.24 

98.00 

38.51 

15.23 

33.50 

102.00 

40.08 

16.31 

35.88 

Mean:      105.38[41.41[17.32|    38.10||109.90|43.19|18.50[   40.70 


Age  of  7 


Age  of  8 


121.00 

47.54 

23.04 

50.68 

126.00 

49.51 

25.53 

56.16 

119.00 

46.75 

22.44 

49.36 

124.00 

48.72 

23.98 

52.75 

117.00 

45.97 

20.78 

45.71 

122.00 

47.94 

23.24 

51.12 

115.00 

45.18 

20.76 

45.67 

120.00 

47.15 

22.18 

48.79 

113.00 

44.40 

20.10 

44.22 

118.00 

46.36 

21.49 

47.27 

111.00 

43.61 

19.65 

43.23 

116.00 

45.58 

20.85 

45.87 

109.00 

42.82 

18.42 

40.52 

114.00 

44.79 

20.23 

44.50 

107.00 

42.04 

17.38 

38.23 

112.00 

44.01 

18.90 

41.58 

Mean:      114.95|45.17|20.70|    45.54[|120.16|47.22|22.17|    48.77 


Age  of  9 


Age  of  10 


132.00 

51.87 

28.61 

62.94 

136.00 

53.44 

31.40 

69.08 

130.00 

51.08 

27.06 

59.53 

134.00 

52.65 

29.20 

64.24 

128.00 

50.29 

25.90 

56.98 

132.00 

51.87 

28.14 

61.90 

126.00 

49.51 

25.33 

55.72 

130.00 

51.08 

26.59 

58.49 

124.00 

48.72 

23.85 

52.47 

128.00 

50.29 

26.31 

57.88 

122.00 

47.94 

23.35 

51.37 

126.00 

49.51 

25.32 

55.70 

120.00 

47.15 

22.76 

50.07 

124.00 

48.72 

24.24 

53.32 

118.00 

46.36 

21.34 

46.94 

122.00 

47.94 

22.70 

49.94 

126.17|49.59|24.90|    54.78||131.29|51.59|27.16|    59.75 
25 


Mean 


Age  of  11                              Age  of  12 

cm        in     kilo       Ibs         cm         in     kilo       IDS 

142.00 

55.80 

34.03 

74.86 

152.00 

59.73 

42.36 

93.19 

140.00 

55.01 

31.82 

70.00 

149.00 

58.55 

38.86 

85.49 

138.00 

54.22 

31.25 

68.75 

146.00 

57.37 

36.93 

81.24 

136.00 

53.44 

30.27 

66.59 

143.00 

56.19 

34.85 

76.67 

134.00 

52.65 

28.35 

62.37 

140.00 

55.01 

32.62 

71.76 

132.00 

51.87 

28.07 

61.75 

137.00 

53.83 

30.80 

67.76 

130.00 

51.08 

27.73 

61.00 

134.00 

52.65 

29.58 

65.07 

128.00 

50.29 

24.73 

54.40 

131.00 

51.47 

27.50 

60.50 

Mean:      135.16|53.12|29.00|    63.80||142.03|55.81|33.06|    72.73 


Age  of  13 


Age  of  14 


156.00 

61.30 

45.91 

101.00 

164.00 

64.45 

51.27 

112.79 

153.00 

60.12 

42.73 

94.00 

161.00 

63.27 

48.89 

107.55 

150.00 

58.95 

40.26 

88.57 

158.00 

62.09 

45.91 

101.00 

147.00 

57.77 

38.41 

84.50 

155.  00160.91 

45.98 

101.15 

144.00 

56.59 

35.05 

77.11 

152.00 

59.73 

43.13 

94.88 

141.00 

55.41 

34.09 

74.99 

149.00 

58.85 

41.42 

91.12 

138.00 

54.23 

31.14 

68.46 

146.00 

57.37 

38.07 

83.75 

135.00 

53.05 

29.54 

64.98 

143.00 

56.19 

35.05 

77.11 

148.53|58.35|37.94|  83.46)1153.  17)60.  19|42.92|  94.42 

Age  of  15            Age  of  16 

162.00 

63.66 

53.18 

116.99 

164.00 

64.44 

54.48 

119.85 

160.00 

62.87 

49.45 

108.79 

162.00 

63.66 

52.36 

115.19 

158.00 

62.08 

48.49 

106.67 

160.00 

62.87 

53.50 

117.70 

156.00 

61.30 

47.05 

103.51 

158.00 

62.08 

50.40 

110.88 

154.00 

60.51 

45.34 

99.74 

156.00 

61.30 

50.00 

110.00 

152.00 

59.73 

45.00 

99.00 

154.00 

60.51 

49.09 

107.99 

150.00 

58.94 

44.09 

96.99 

152.00 

59.73 

46.82 

103.00 

148.00 

58.15 

40.60 

89.32 

150.00 

58.94 

45.55 

100.11 

Mean:     156.79|61.61|46.71|102.76||157.93|62.00|50.38|110.83 


Age  of  17 


Age  of  18 


165.00 

64.83 

57.95 

127.49 

166.00|65.23 

55.45 

121.99 

163.00 

64.04 

53.64 

118.00 

164.00 

64.44 

53.18 

116.99 

161.00 

63.26 

50.15 

110.30 

162.00 

63.66 

51.06 

112.33 

159.00 

62.47 

49.85 

109.67 

160.00 

62.87 

50.85 

111.87 

157.00 

61.96 

50.45 

110.99 

158.00 

62.08 

48.96 

107.71 

155.00 

60.90 

48.49 

106.67 

156.00|61.30J48.82 

107.40 

153.00 

60.11 

50.23 

110.50 

154.00 

60.51147.84 

105.24 

151.00 

59.33 

48.49 

106.67 

152.00 

59.73i46.70 

102.74 

Mean:      159.40[62.63[50.44|110.96||159.74|62.77|50.16|110.35 


Age  of  19 


Age  of  20 


166.00 

65.23 

55.60 

122.32 

166.00)65.23 

56.99 

125.37 

164.00 

64.44 

55.91 

123.00 

164.00 

64.44 

53.64 

118.00 

162.00 

63.66 

54.09 

118.99 

162.00 

63.66 

52.05 

114.51 

160.00 

62.87 

50.91 

112.00 

160.00 

62.87 

51.82 

114.00 

158.00 

62.08 

50.45 

110.99 

158.00 

62.08 

51.88 

114.13 

156.00 

61.30 

50.09 

110.19 

156.00 

61.30 

51.14 

112.50 

154.00 

60.51 

46.14 

101.50 

154.00 

60.51 

50.45 

110.99 

152.00 

59.73 

44.85 

98.67 

152.00 

59.73 

45.00 

99.00 

Mean:     160. 09)62. 90|51.43|113.14||160.81|63.19J52. 27)114.99 

26 


JJatUmal  AaBflrialum  far  ity  £iitbg  att&  lEiuratUw  af 
Exrepiumal  Qlljtlimt 


Anatnmiral 

NAME  OF  CHILD 


ifabg 
BORN.. 


Date 


Height,  standing 


Height,  sitting 


Weight 


Girth,  neck 


r.  arm 


r.  arm  bent 


1.  arm 


1.  arm  bent 


chest  deflate 


chest  inflate 


Diam.,  chest  a.p. 


chest  trans. 


Lung  capacity 


Shoulders,  diameter 


Hips,  diameter 


Girth,  hips 


abdomen 


r.  thigh 


1.  thigh 


r.  calf 


1.  calf 


head 


Head,  a.p.  diameter 


trans,  diam. 


Temperature 


Pulse 


Respiration 


27 


on 


Date 


Entries 


28 


SExamutatuw 

The  following  blank  provides  for  three  medical  examina- 
tions intended  to  be  made  in  the  course  of  a  year,  to  watch 
eventual  changes  for  the  better  or  further  developments 
downward.  These  examinations  should  be  made  by  the  visit- 
ing physician,  or  the  medical  examiner.  He  will  make  such 
suggestions  as  will  regulate  the  daily  physical  regime  of  the 
child. 


29 


5?  atumal  A000rurtum  far 


attfc  Eitantitatt 


NAME  OF  CHILD 


izxutttuutiuui 

.  .BORN 


Date: 

Physician  : 

General 
Appearance  : 

Nutrition  : 

Head: 

Eyes  : 
Pupillary 
Eeactions  : 

Light  Accom- 
modation : 

Nystagmus  : 

Squint  : 

Ears: 

Malformation 

Discharge  : 

Hearing  : 

Nose: 

Mouth  : 

Teeth  : 

Tongue  : 

Palatal  Arch  : 

' 

Tonsils  and 
Pharynx  : 

Neck: 
Thyroid  and 
Lymph  Glands 

30 


ittrftirul  Examination  (Cantinitrb) 


Glands  : 
Inguinal  : 
Axillary  : 
Epitrochlear  : 

Chest  : 
Deformities  : 

Heart  : 
Lungs  : 

Spine: 
Deformities  : 

Abdomen  : 
Contour  : 

Liver  : 
Spleen  : 
Tumor: 

Hernia  : 

Genitals  : 
Prepuce  : 
Testicles  : 
Clitoris  : 
Labia  : 
Malformation 
Discharge  : 
Pubic  hair: 

Extremities  : 
Knee  jerk  : 
Ankle  clonus: 
Bahinski 
ataxia  : 
Tremor  : 
Convulsive 
Movements 
Gait  and 
Station  : 
Prehension  : 
Deformities  : 

• 

31 


Anatomtral  anft  Pjjjm0l0gtnii  Examination 

This  comprehensive  examination  lay  specialists,  as  pro- 
posed by  the  following  blanks,  may  not  have  to  be  made  in 
all  cases ;  or  not  the  entire  examination  in  every  case.  Special 
conditions  may  make  it  desirable,  however,  to  test  out  at 
least  some  of  these  data.  Some  of  the  tests  mentioned  in 
Schedule  VII  appear  here  also,  in  the  province  of  sense  per- 
ception. 


(A)  Anatomical  Data Skeleton. 

(B)  Anatomical  Data Musculature. 

Characteristics. 

(C)  Functional  Tests. 


32 


Natumal  A000riatuw  far  %  &tuig  an&  t&uratUm  of 

Sxrrpttuttal  (Clitlftrnt 


Auatumiral  Skrlrtou 

NAME  OF  CHILD 

DATE   .  .  .BOBN.  . 


Skull,  form  (cf.  measurements,  and  diagram  chart) 

Normal ;  mongol ;  microcephalic ;  macrocephalic ;  hydro- 
cephalic  ;  other  peculiarities : 
Chest:  (cf.  measurements) 

Pigeon-breasted  ? 
Spine: 

Scoliosis  ? 
Shoulders : 

Round  ? 

Asymmetry?  r:  1: 

Arms: 

Length : 

Rotch's  Wrist  tests:  (cf.  X-Ray  pictures  on  reverse  side 
of  sheet.) 

Hands:  r:  1: 

Number  of  fingers :  r :  1 : 

Position  of  fingers :  r : 
1: 
Legs: 

Length :    r :  1 : 

Traces  of  hip  disease  ? 

Genu  valgus  ? 

Genu  varum? 

Arch  of  foot :    r :  1 : 

Number  of  toes :    r :  1  : 

Position  of  toes :    r : 
1: 

Talipes  calcaneus: 

equinus : 
' '       valgus : 
' '       varus : 
Other  Observations: 


X-Ray  Pictures  of  Wrists:  (On  reverse  side.) 

33 


National  Ajaaortatum  for  %  g>inig  anb  Efcuratum  of 

Qlljtlimt 


Anatmmral  iflusriilaturr  (Tliarartmattni, 

NAME  OF  CHILD 

DATE.  .  .  BORN.  . 


Peculiarities  of  Face : 
Symmetry  or  asymmetry : 
NOSE: 

Form: 

Nares : 

Septum : 

Turbinates : 
MOUTH: 

Lips: 

Tongue : 

Teeth : 

Palatal  arch : 

Uvula : 

Tonsils : 

Pharynx :' 

Size: 
EARS: 

Form: 

Size: 

Position : 
EYES: 

Form: 

Size: 

Position : 

Color: 

Lashes : 

Brows : 
FOREHEAD: 

Form: 

Size: 

Wrinkles: 
SKIN: 

Color: 

Condition : 

34 


Atuttnurfrul 


Mammae: 
Abdomen  : 
Genital  Organs  : 

Immature  ? 
Prepubescent  ? 
Pubescent  ? 
Adolescent  ? 
Pubic  hair  : 
Adhesions  ? 
Irregularities  : 
Malformations  : 

Special  Characteristics 


Remarks : 


35- 


National  As#oriaitou  for  tljr  §>tuinj  and  lEiUtraitott  of 


3uwrttmtal 

NAME  OP  CHILD BORN 

DATE    . 


Special  Senses : 

VISION:*) 

Distance : 

Acuteness : 

Field: 

Focus : 

Astigmatism : 

Color: 

Reading  Center: 
HEARING:*) 

Distance : 

Direction : 

Accuracy : 

Speech  Center: 

Tone  perception: 
TASTE:*) 

Sour: 

Sweet : 

Bitter : 

Foods: 

Non-foods : 

Special  tests  of  acuteness : 
SMELL:*) 

Foods : 

Flowers : 

Perfume : 

Various  substances : 

Special  tests  of  acuteness : 

TOUCH:*)    (also  indirect,  using  stick,  or  pencil,  or  other  imple- 
ments, for  touching  objects.) 
Soft  and  hard : 
Materials : 
Forms : 

Tactual  memory: 
Special  tests  of  acuteness: 

36 


TEMPERATURE  SENSE: 

Warm: 

Cold: 

Acuteness  : 
MUSCULAR  SENSE:*) 

Graduated  weights: 

Muscular  memory: 

Weights  identified : 

Weight  illusions  : 

Draw  line : 

Walk  board: 

Stand  on  r.  foot:  (Balance) 

Stand  on  1.  (       "      ) 

Throw  Ball : 

Catch  Ball: 

Tie  Shoes : 

Untie  Shoes: 

Thread  Needles: 

Grip  (dynamometer) : 

Localization : 

Find  unhidden  and  hidden  objects 
Find  way  (blindfolded) :  *) 

Chorea  Tests : 
Front  touch: 
Overhead  touch: 
Back  touch : 

Knee  jerk: 
Habit  Spasms : 
Neuroses : 


Speech : 

Articulation : 
Fluency : 

Structure  of  language: 
Aphasia : 
Stammering : 
Stuttering : 
Development : 

37 


Dexterity : 


Gait: 


Appetite: 


Digestion : 


Heart : 


Lungs : 


Urination : 


Tests  of  urine,  blood  and  feces  on  separate  sheets., 
Von  Pirquet  Reaction : 


Wassermann  Test : 


(*cf.  Schedule  VII.) 

38 


iSrgimrn  auft  Dirt 

This  and  the  following  blank  require  no  comment.  It 
will  be  well  to  keep  the  records  accurate,  as  further  develop- 
ments may  have  their  explanation  in  the  data  thus  recorded. 
It  is,  of  course,  to  be  hoped  that  the  regime  and  diet  laid  out 
for  a  child  will  have  a  beneficial  effect  upon  his  mental  and 
physical  growth,  and  that  the  fighting  of  disease  will  save 
him  from  danger  and  decline. 


39 


Jfaiuural  A00nriatum  far 


Etasraiiim  of 


i&rgtmru  aui»  Dirt 


DATE 

.  .BORN. 

No. 

Date 

Nature  of 
Treatment 

Purpose 

In  Charge  of 

History 

Discont. 

40 


•Xatimutl  AiHUiriatunt  fur  %  £>tuftg  ani  tiutratimt  nf 


Date: 

Physician: 

Diagnosis: 

Treatment: 

History: 

41 


ani  Utental 

These  tests  are  not  arranged,  like  the  Binet  Scale,  by 
years,  but  by  periods.  It  seemed  futile  to  the  author  to 
establish  exact  grading  by  years,  as  no  hard  and  fast  lines 
can  be  drawn  between  what  is  characteristic  for  one  or  the 
other  chronological  year  in  a  child's  life.  The  measuring 
must  allow  considerable  leeway  here  and  there,  and  the 
standard  applied  must  be  elastic.  But  what  can  be  done  is 
to  distinguish  certain  definite  periods  in  a  child's  life,  altho 
the  boundaries  of  these  periods  may  not  be  distinctly  drawn, 
in  years.  The  periods  here  differentiated  correspond  with 
the  Culture  Epoch  division  of  child  development  as  set  forth 
in  the  author's  books:  "The  Career  of  the  Child  from  the 
Kindergarten  to  the  High  School",  and  "Some  Fundamental 
Verities  in  Education"  (both  published  by  Richard  G. 
Badger,  Boston,  Mass.) 

The  Primary  Period  is  that  of  the  "human  animal' ', 
meaning  the  human  species  as  differentiating  itself  from  the 
lower  creation;  omitting  babyhood,  as  babies  do  not  come 
under  the  teacher's  observation,  this  period  covers  the  years 
from  about  3  to  about  5,  or  the  so-called  kindergarten  age. 

The  Elementary  Period  ("race  period")  represents  the 
stage  in  which  race  characteristics  are  evolving  from  the 
general  human  potentials.  Age  about  6  to  11. 

The  Intermediate  Period  comprises  the  years  from  12 
to  15,  or  thereabouts,  and  is  the  nation-forming,  the 
pubescent  period. 

In  the  Advanced  Period,  family  and  individual  traits 
will  manifest  themselves.  It  is  the  age  from  15  upward  to 
maturity. 

Care  has  been  taken  to  avoid  the  introduction  of  special 
or  elaborate  apparatus  as  far  as  possible.  Thus  the  tests 
can  be  made  in  any  schoolroom  or  home.  They  are  so 
planned  that  many  of  them,  if  not  all,  can  be  presented  in 
the  form  of  agreeable  exercise  and  play;  others  will  form 
the  subject  of  pleasant  and  seemingly,  to  the  child,  spontan- 
eous conversation  and  pastime.  Thus  the  child  will  be 

42 


perfectly  at  ease  and  will  not  be  awed  by  a  laboratory  at- 
mosphere. 

It  is  obvious  that  these  tests  cannot  be  expected  to  be 
completed  in  one  sitting.  They  will  extend  over  a  longer 
or  shorter  period  of  time.  Only  so  much  should  be  done  in 
one  examination  as  can  be  accomplished  without  straining 
the  child.  Rest  and  recreation  periods  can  be  utilized. 
Other  tests  can  be  made  part  of  the  schoolroom  work.  In  a 
measure,  they  may  be  utilized  in  place  of  the  traditional 
examinations,  to  determine  a  pupil 's  maturity  for  promotion. 

In  applying  these  tests,  it  is  well  to  remember  that  a 
child  who  is  chronologically  supposed  to  be  in  a  higher 
group,  must  first  give  evidence  that  he  has  physio-psycho- 
logically  and  mentally  outgrown  the  lower  periods.  There- 
fore he  should  show  that  he  can  master  the  previous  devel- 
opment tests  with  ease  before  he  is  even  tried  in  his  own 
group.  And  it  may  be  best  to  apply  the  same  line  of  exam- 
ination first  from  the  first  to  the  last  group.  To  explain: 
give  first  the  visual  tests,  ascending  from  the  primary  group 
to  the  next,  as  far  as  the  child  can  go.  Then  do  the  same 
with  the  aural  tests,  and  so  on. 

Within  each  period,  when  more  than  one  test  is  pre- 
sented in  any  one  subject  of  examination,  some  are  ar- 
ranged in  a  tentative  ascending  scale,  so  that  the  different 
ages  within  the  period  may  be  more  exactly,  even  tho 
approximately,  determined.  Thus,  the  first  series  of  such 
a  test  is  intended  more  particularly  for  the  first  year  or 
division  within  the  period ;  the  second  series  for  the 
second  year,  or  division,  and  so  on.  Likewise,  those  tests 
which  are  numbered  (1),  (2),  etc.,  or  (a),  (b),  etc.,  are  ar- 
ranged in  a  somewhat  ascending  scale.  However,  this  scale 
must  not  be  taken  too  literally  and  mechanically,  as  there 
are  as  yet  no  definite  facts  to  serve  as  an  absolute  basis  or 
gauge,  and  we  must  allow  for  variations  in  aptitudes  and 
opportunities.  It  may  merely  be  accepted  as  a  guide. 

"Whether  the  grading  is  in  every  instance  correct  will 
have  to  be  investigated.  It  may,  e.  g.,  be  suggested  by  some 
that  younger  children  would  more  easily  rely  on  the  mechan- 
ical memory,  and  that  therefore  the  nonsense  syllable 
test  which  has  been  placed  in  the  advanced  group  ought  to 
change  place  with  the  familiar  words  test  as  suggested 
for  the  intermediate  group.  Again,  the  test  with  aqua  destil- 
lata,  for  contrast  in  the  smell  tests,  and  for  the  effect  of  pos- 
sible suggestion;  and  the  tests  with  pure  water  in  the  taste 
tests,  for  the  same  purpose,  have  been  enumerated  only 
among  the  tests  for  the  advanced  group.  It  may  be  urged 

43 


that  the  suggestion  part  of  this  series  of  tests  would  be  more 
fitly  placed  in  the  lower  groups  as  suggestion  is  stronger  with 
younger  children.  The  author  has  here  reversed  the  order 
which  may  be  thought  more  in  harmony  with  the  natural 
development  of  the  child,  for  the  reason  that  the  object  of 
these  tests  is  rather  to  examine  the  child's  power  to  eman- 
cipate himself  from  earlier  instincts  and  tendencies.  But 
he  disclaims  any  desire  to  be  dogmatic. 

Some  of  these  tests,  notably  the  sense  tests,  the  tests  for 
motor  co-ordination,  judgment  and  expression,  may  serve 
for  the  determination  of  vocational  aptitude,  espe- 
cially in  the  latter  years,  or  periods.  But  they  are  not  ar- 
ranged for  this  particular  purpose.  Those  who  wish  may  be 
benefitted  by  the  experiments  made  in  some  psychological 
laboratories  for  furnishing  vocational  guidance. 
This  work  is  in  its  infancy.  And  yet,  valuable  results  have 
been  obtained  in  examining,  by  special  test  methods,  those 
who  would  wish  to  be  stenographers,  motormen,  switchboard 
operators,  typists,  etc.  We  may  hope  for  helpful  develop- 
ment along  this  line  when  once  these  tests  will  be  organized 
and  standardized.  Vocational  tests  will  supplement  these 
mental  tests  so  that  each  young  man  and  woman  may  have 
expert  advice  on  his  or  her  fitness  for  the  various  occupations 
and  professions.  In  that  manner,  the  number  of  ineffectives 
and  misfits  will  be  materially  lessened. 

Hints  as  to  the  significance  and  method  of  some  of  the  tests. 

PRIMARY  PERIOD 
P  hy  si  o  -  p  sy  c  h  ol  o  gi  c  al    Tests 

Snellen  's  test  cards  are  well  known.  For  this  period  the 
* '  illiterate ' '  card  is  to  be  used.  There  are  several  such  cards 
published,  containing  pictures  of  animals  and  common  things- 
in  place  of  the  different-sized  letters. 

The  E-fork  test  was  invented  by  Prof.  Herrmann  Cohn, 
of  Breslau,  the  pioneer  in  the  matter  of  calling  attention  to 
the  necessity  of  testing  the  eyes  of  school  children.  It  pre- 
sents the  capital  letter  E  in  various  positions  which  can  be 
imitated  by  the  child  with  the  use  of  a  paste  board  form  of 
the  letter,  resembling  a  fork.  Lately,  the  McCallie  Vision 
Tests  (published  by  Edwin  Fitzgeorge,  Trenton,  N.  J.)  have 
been  brought  into  the  market.  They  are  an  inexpensive  sub- 
stitute for  the  Cohn  test.  There  is  also  a  "literate"  McCal- 
lie set  which  can  be  used  as  a  substitute  for  the  more  com- 
plete Snellen  cards. 

44 


The  other  sense  tests  have,  of  course,  to  be  given  after 
blindfolding  the  child. 

Mental    Tests 

The  first  judgment  test  is  the  first  in  a  graded  series  of 
cut-up  pictures,  leading  up  to  a  regular  jig-saw  puzzle  in 
the  advanced  series. 

Frames  for  drawing  thru  ground  glass  (expression  test) 
can  be  bought  for  a  trifle  in  every  toy  store. 

As  to  tests  2,  4  and  5  (under  Expression),  cf.  the  author's 
book,  "Some  Fundamental  Verities  in  Education"  (Boston, 
Richard  G.  Badger.) 

ELEMENTARY  PERIOD 
Phy  sio  -  p  sy  ch  olo  gi  c  al    Tests 

Here  the  acquaintance  of  the  child  with  the  letters  of  the 
alphabet  is  presupposed.  Consequently  the  "literate"  Snel- 
len  or  other  cards  should  be  used. 

For  color  matching  use  any  standard  series  of  colored 
papers  (Prang's,  Bradley 's,  etc.)  The  author  used  the  large 
sample  book  of  the  Prang  series.  The  colored  papers  are 
2x3%  inches.  These  were  pasted  upon  cards  3x5  (the  stand- 
ard library  record  card),  and  were  then  cut  in  half,  thus 
producing  two  pieces  which  could  be  matched  together. 

Tactile  test  2  is  made  with  the  help  of  a  simple  piece  of 
apparatus.  Use  ordinary  large  bottle  corks,  and  drive  into 
them  with  the  point  downward,  large  sewing  needles  at  dif- 
ferent distances,  or  singly.  Care  must  be  taken  that  the 
double  needle  points  are  on  a  level. 

The  graduated  extracts  for  the  smelling  test  should  be 
made  with  alcohol  as  a  solvent,  while  the  graded  solutions 
for  the  taste  test  should  be  prepared  with  distilled  water. 

Disturbances  in  the  static  apparatus  (in  the  inner  ear) 
are  often  indicative  of  other  nervous  handicaps.  A  child 
having  such  a  disturbance  will  sway  and  fall  when  walk- 
ing along  a  straight  line,  and  will  immediately  fall  forward 
when  standing  in  Romberg  position. 

Mental    Tests 

Walking  along  a  straight  line,  as  a  test  for  motor  co- 
ordination, is  not  done  with  feet  extended,  as  in  the  static 
test,  but  in  ordinary  "toe  out"  position. 

For  the  second  test  in  motor  co-ordination,  we  use 
"needles,"  the  largest  of  which  are  really  pieces  of  iron  or 

45 


steel  about  4  inches  long,  round  in  shape,  with  a  large  hole 
at  one  end,  about  3-16  of  an  inch  in  diameter.  The  smallest 
of  these  is  an  iron  bar,  about  %  of  an  inch  in  diameter,  with 
a  hole  correspondingly  smaller.  Shoestrings,  large  cord,  etc., 
are  used  for  threading. 

The  two  pieces  of  wood  for  Judgment  test  1,  a,  can  be 
easily  made:  take  a  piece  of  2x4,  about  one  foot  long  and 
weighing  approximately  one  pound.  Then  cut  another  2x4 
piece,  but  considerably  shorter,  perhaps  only  3  inches  long; 
saw  it  apart,  hollow  it  out  and  fill  the  opening  with  lead  so 
as  to  make  the  piece,  when  glued  together  again,  weigh  as 
much  as  the  larger  piece.  The  seams  should  be  carefully 
obliterated,  and  both  pieces  varnished,  so  as  to  enhance  the 
illusion.  The  smaller  piece  will  be  thought  to  be  heavier  by  a 
normal  child. 

The  Formboard  is  fully  described  in  Shuttleworth 's  book 
on  "Mentally  Defective  Children."  It  will  be  noticed  that 
there  is  a  distinct  mental  difference  between  those  children 
who  finally  succeed,  if  they  do  at  all,  after  mechanically  try- 
ing the  various  pieces  in  various  grooves,  and  striking  the 
right  one  by  chance ;  and  those  who  carefully  compare  the 
form  of  the  piece  with  the  form  of  the  groove.  In  this 
formboard  each  form  is  different  and  no  form  can  be 
fitted  into  any  groove  but  its  own.  A  modification  of  this 
formboard  would  be  one  in  which  the  same  form,  f.  e.,  a 
circle,  is  used  in  different  sizes;  the  task  would  then  be  to 
find  the  corresponding  size. 

For  Judgment  test  1,  a,  and  Expression  test  6  cf.  again 
the  author's  book,  "Some  Fundamental  Verities  in  Educa- 
tion." 

INTERMEDIATE  PERIOD 
Phy  s  i  o  -  p  sy  ch  ol  o  gi  c  al    Tests 

The  test  for  astigmatism  is  made  with  a  Snellen  card 
on  which  there  are  sets  of  heavy  parallel  lines  arranged  some- 
what in  the  form  of  the  face  of  a  clock.  One  set  is  arranged 
horizontally,  another  vertically,  two  others  diagonally.  If 
any  of  these  sets  of  lines  appear  blurred,  there  is  astigmatism. 
It  is,  of  course,  the  oculist's  function  to  provide  for  this  con- 
dition, which  is  a  frequent  source  of  eye  strain. 

In  the  tests  for  visual  memory,  a  black  wooden  screen 
is  used,  which  fits  upon  the  examiner's  desk  so  that  the  ob- 
jects or  cards  to  be  exposed  may  be  hidden  behind  it  and 
shown  above  it  conveniently.  The  words  are  printed  in 
clear,  bold  type  3  inches  high,  on  pieces  of  stiff  cardboard, 
about  5x10. 

46 


For  the  first  hearing  test,  a  simple  one-string  instru- 
ment can  be  constructed  in  the  workshop.  Make  a  box  one 
yard  long,  about  four  inches  wide  and  deep,  and  open  at 
both  ends  so  as  to  serve  as  a  sounding  board.  A  yard  meas- 
ure is  fastened  on  top  to  serve  as  a  guide.  Over  wooden 
cleats  at  both  ends,  and  with  a  suitable  tension  arrangement 
(a  little  metal  wheel  at  one  end  will  answer  the  purpose)  a 
metal  string  is  drawn  so  as  to  produce  a  musical  tone.  A 
movable  cleat  will  allow  to  produce  two  different  tones,  one 
on  either  side  of  it.  The  experimenter  will  set  this  so  as 
to  produce  some  certain  tone  and  will  then  move  the  cleat 
away.  It  is  then  the  child 's  task  to  set  the  cleat  in  the  place 
where  it  would  produce  the  same  tone.  Sometimes  the  tones 
on  either  side  of  the  cleat  may  be  used  jointly  for  this  ex- 
periment. 

Mental    Tests 

The  100  A  test  is  familiar  to  every  psychological  labora- 
tory. A  copy  of  the  form  used  can  be  easily  obtained  almost 
anywhere. 

Judgment  test  1,  a,  is  described  in  the  author's  "Some 
Fundamental  Verities,"  etc.,  p.  25.  The  weights  for  1,  b,  can 
be  easily  constructed.  Take  pieces  of  brass  pipe  of  unequal 
length  and  fill  them  with  lead  so  as  to  effect  equal  weight. 
The  ends  should  be  so  finished  up  as  to  hide  the  fact  that 
the  pieces  are  leaded.  As  in  the  case  of  the  two  pieces  of 
wood  described  before,  the  smallest  piece  will  give  the  il- 
lusion of  being  the  heaviest.  In  this  intermediate  test  the 
difference  in  size  will  be  smaller,  and  consequently  the  test 
requires  finer  discrimination.  Cf.  the  book  quoted,  pp.  26 
sequ. 

ADVANCED  PERIOD 

No  explanation  seems  to  be  needed  for  any  of  the 
physio-psychological  tests. 

For  Judgment  test  2,  the  same  arrangement  of  dots 
is  used  as  for  Intermediate,  Motor  Co-ordination,  1.  There 
are  only  two  rational  ways  of  solving  the  problem,  and  only 
one  of  these  two  is  the  speediest.  This  task  is  parallel  to 
the  well-known  judgment  test:  finding  a  hidden  object  in 
a  field.  The  only  rational  method  of  doing  this  is  identical 
with  the  only  speedy  method  of  connecting  the  dots. 

It  must  be  remembered  that  a  child  under  twelve  can- 
not be  expected  to  think  rationally.  The  budding  of  rea- 
son is  brought  on  with  a  child's  entering  upon  the  Inter- 
mediate Period.  Only  in  the  Advanced  Period  can  he  be  sup- 

47 


posed  to  have  the  full  use  of  his  reasoning  faculties.  Cf .  the 
author's  book,  "The  Career  of  the  Child  from  the  Kinder- 
garten to  the  High  School." 

Note — Complete  sets,  or  single  pieces,  of  apparatus  and 
materials,  and  printed  blank  forms,  needed  to  carry  out 
these  tests,  are  now  being  prepared  for  sale  by  the  National 
Association  for  the  Study  and  Education  of  Exceptional 
Children,  Plainfield,  N.  J.  Prices  on  application. 


JMjg0t0-;|jt mjdjfllflgtral  att&  Hfettfcti  Oteste  for 
JJrtmarg  Jfcrtflfc 

PHYSIO-PSYCHOLOGICAL   TESTS: 
Visual: 

DISTANCE  AND  ACCURACY: 

1.  Snellen's  Test  Cards:  pictures. 

2.  Prof.  Cohn's  E-fork. 
COLOR: 

1.  Matching  colored  worsted;  primary  colors  only. 

2.  Naming  6  primary  colors:  red,  orange,  yellow, 
green,  blue,  purple  (violet).   The  names  of  these, 
as  well  as  the  colors  themselves  (1)  are  the  first 
to  be  distinguished  and  remembered. 

Aural: 

DISTANCE  AND  DIRECTION: 

Cf.  Functional  tests,  Schedule  III.     Child   (blind- 
folded) should  be  asked  to  follow  the  sound  of  a 
bell,  or  a  call,  now  loud,  now  low,  as  in  a  game. 
Tactile: 

Tests  in  identifying  ball,  key,  shoe,  paper,  goods,  etc. 
Smell: 

Eecognizing  soap,  fresh  bread,  flowers,  etc. 
Taste: 

Recognition  of  sugar,  salt,  bread,  fruit. 

MENTAL  TESTS: 

Naming    familiar  objects:  in  room,  outdoors,  from  pictures. 

Note  facility,  range,  substitution. 
Counting: 

1.  Put  two  heaps  of  sticks  before  child,  one  containing 
3,  the  other  12  sticks.    Which  is  the  larger  heap? 

2.  Counting  as  far  as  child  can  count. 

3.  Abacus  (5  rows  of  10  beads  each) : 

48 


Move  beads  in  each  row  (different  colors)  one  by  one, 
and  count  at  the  same  time. 

Following  Direction: 

Give  child  a  simple  direction,  such  as:  "Hand  me  the 
book  from  the  table !"  or,  "Open  the  door!"  and  observe  with 
what  promptness  and  success  it  is  carried  out. 

Imitation : 

Make  some  motion  with  your  hand,  like  waving;  or 
take  a  hammer  and  strike  a  nail,  and  have  child  repeat  the 
action. 
Imaginative  Imitation: 

1.  Tell  child  to  show  in  what  manner    mother    cooks 
breakfast ;  or  father  smokes,  or  chops  wood ;  or  the  gardener 
sows  his  seed,  etc.    Take  example  from  the  child's  natural 
circle  of  observation. 

2.  Have  the  child  imagine  himself  to  be  somebody  else 
(the  opposite  sex,  his  father  or  mother,  or  street  car  con- 
ductor, or  milkman,  or  soldier;  an  animal,  a  bird,  a  tree,  a 
flower)  and  ask  him  to  act  as  they  would. 

Story  Telling: 

1.  Have  child  repeat  a  story,  like  Red  Riding  Hood  (it 
must  be  new  to  the  child),  as  told  by  the  experimenter. 

2.  Give  doll,  or  play-horse,  to  child.     Have  him  play 
with  it  and  tell  imaginative  happenings. 

Judgment: 

1.  Which  of  two  lines  is  the  longer? 

2.  Simple  picture  cut  into  four  squares;  reconstruct. 
(In  this  as  in  the  following  tests  of  a  similar  nature  it 
is  well  to  make  two  tests:  in  the  first,  show  the  picture  to 
be  reconstructed  and  let  child  work  from  model;  in  the  sec- 
ond, present  another  cut-up  picture  without  showing  the 
whole  or  model,  so  that  the  child  will  have  to  draw  his  own 
conclusions  from  the  parts  he  handles  as  to  what  the  whole 
may  be.     The  puzzle  character  of  this  second  test  adds  to 
the  pleasure  of  it  while  it  is  a  much  severer  test  of  judg- 
ment.) 

Motor  Co-ordination: 

1.  Have  child,  first  by  imitation  of  the  experimenter's 
own  motions,  then  by  direction,  raise  arms  in  various  posi- 
tions, spread  and  close  fingers,  bend  and  unbend  hands  and 
arms,  move  head,  bend  and  twist  trunk,  bend  knees,  stand 
on  tiptoe,  sit  on  floor  and  rise  again  without  assistance  even 
of  his  own  hands,  climb  on  chair,  etc. 

49 


2.  Use  large  pegboard.    Have  child,  first  by  imitation, 
then  by  dictation,  fit  pegs  so  as  to  form  straight  lines,  bor- 
ders, designs,  imaginative  figures,  etc. 

3.  Weave  simple  designs  with  a  linen  mat   (over  one, 
under  one ;  over  two,  under  two ;  over  one,  under  two ;  star 
or  other  simple  design). 

Expression: 

1.  With  large  building    blocks,    build    steps,    bridge, 
house,  imaginary  structure. 

2.  Model  some  familiar  form   (ball,  bird's  nest,  flower 
pot)  from  memory. 

3.  Drawing  of  conventional  and  life  forms  thru  ground 
glass. 

4.  Draw,  freehand,   a  man,  a    horse,    a    house,    from 
memory. 

5.  Draw  a  pond,  with  trees  standing  in  front  and  back. 

6.  Sing  a  song. 

7.  Recite  some  piece  of  poetry. 

lElrmrtttarg  ijforinfo 

PHYSIO-PSYCHOLOGICAL,  TESTS 
Visual: 

DISTANCE  AND  ACCURACY: 

Snellen's  Test  Cards. 
COLOR: 

1.  Matching  of  primary  colors,  and  at  least  one  tint 
and  one  shade,  in  colored  papers  mounted  on 
cards  to  be  fitted  together. 

2.  Naming  these  colors,  also  light  and  lighter,  dark 
and  darker. 

VISUAL  MEMORY: 

1.  Holding  up  to  child's  eyes  colored  papers  (or  ob- 
jects, like  balls)  in  the  following  order: 

a.  red,  blue,  yellow; 

b.  red,  green,  blue,  yellow; 

c.  red,  green,  orange,  blue,  yellow; 

d.  red,  orange,  yellow,  green,  blue,  violet;  each 
series  about  10  seconds,  and  having  child  re- 
peat order  in  which  colors  were  seen. 

2.  Holding  up  familiar  objects  and  having  child  re- 
peat names  in  order  given : 

a.  ball,  book,  chalk ; 

b.  fork,  knife,  spoon,  napkin; 

c.  hammer,  bottle,  chalk,  key,  ruler; 

50 


d.  Combine  a  and  b. 

e.  Combine  c  and  b. 

This  second  test  may  be  modified,  or  amplified,  by 
having  these,  or  other  objects,  arranged  in  groups 
of  3,  4,  5,  7  and  9  on  a  table  for  momentary  exposure. 
(Cf.  Reading  test) 
Aural: 

1.  For  distance  and  direction,  use  same  tests  as  in  Pri- 
mary.    But  at  this  age  have  the  (blindfolded)  child 
tell: 

a.  Character   of   sound    (bell,   tapping,    knocking, 
scraping,  words  spoken,  etc.)  ; 

b.  From  whence  the  sound  comes : 

c.  How   far   away   it  is.     This   latter   experiment 
should  include  discrimination  of  distance  with 
different  degrees  of  loudness. 

2.  Have  child  repeat  tone  sung,  or  produced  on  instru- 
ment. 

3.  Test  child's  hearing  with  low  tones  (low,  soft  voice, 
or  large,  low-pitched  tuning  fork)  ;  then  with  high, 
shrill  tones  (high  pitched  voice  or  small  tuning  fork). 

4.  Discrimination  of  higher  and  lower  tones  from  stand- 
ard, c.    Each  tone  is  to  be  individually  compared. 

de~gbcfadef 

5.  Sense  of  rhythm  (hearing  and  motor) . 

Tapping  by  experimenter  and  child  in  unison,  at 
various  rates  of  speed.  Tapping  by  child  alone 
after  standard  given;  memory.  Eventually  use 
metronome. 

6.  Tell  (or  write)  from  memory  the  following  selection 
after  it  has  been  read  once,  twice,  three  times  by  the 
experimenter : 

TRUSTY  HELPERS 

Man  has  many  good  helpers  among  the  ani- 
mals, but  there  are  only  two  that  can  be  trusted  to 
do  their  work  alone.  These  two  are  the  dog  and 
the  elephant. 

Books  have  been  written  about  dogs  and  the 
wonderful  things  they  have  done.  They  run  er- 
rands and  care  for  sheep  and  cattle.  They  rescue 
travelers,  who  have  been  lost  in  the  snow,  and  do 
no  end  of  strange  things. 

The  elephant,  too,  has  been  taught  to  do  many 

51 


wonderful  things.  He  is  so  strong  that  he  can  car- 
ry heavy  loads.  He  is  so  gentle  that  little  children 
have  been  left  in  his  care.  He  is  so  trusty  and  faith- 
ful as  to  be  a  model  for  all. 

Mark  the  number  of  memories;  maximum  25. 

Cf.  test  in  reading  and  writing. 
Tactile: 

1.  Simple  tests  in  identifying  objects  (pencil,  brush,  ball, 
knife,  coin,  etc.)  and  solids  (ball,  cube,  cylinder).     Child  is 
blindfolded  or  holds  hands  on  back. 

2.  Single  and  double  needle-points,  using  distances  of 
two  to  one  inch,  pricking  skin  in  various  body  areas,  to  rec- 
ognize number  of  points.    Or  use  algometer.    Child  is  blind- 
folded. 

Smell: 

1.  Elementary  tests  with  ordinary  strength  of  vinegar, 
ground  coffee,  soap,  earth,  fruits,  flowers,  perfumes,  etc. 

2.  Graduated  tests  for  acuteness.    Use  graded  extracts 
of  musk,  violet,  orange,  etc.,  varying  between  .001%  and 
100%. 

Taste: 

1.  Elementary  tests  with  ordinary  strength   of  sugar, 
quinine,  vinegar,  salt,  coffee,  bread,  chocolate,  fruits,  vege- 
tables, etc. 

2.  Graduated  tests  for  acuteness:  Use  graduated  solu- 
tions of  sugar,  quinine,  vinegar  and  salt,  varying  between 
.001%  and  100%.     Mark  first  traces  of  sweet,  bitter,  sour, 
salt. 

Location: 

1.  Experimenter  points  out  some  object  in  room.    Then 
blindfolds  child  and  asks  him  to  walk  towards  the  object. 

2.  Have  child  walk  several  times  with  open  eyes  from 
door  to  window;  then  blindfold  him  and  have  him  retrace 
his  steps  in  that  way  (muscular  memory). 

Balance  (Static  Apparatus): 

1.  Walking    along    straight   line,    with    feet    extended 
straight  forward. 

2.  Standing  in  Romberg  position   (feet  close  together, 
eyes  closed). 

MENTAL  TESTS 
Counting: 

1.  Counting  as  far  as  child  can  count. 

2.  Counting  backward,  10 — 1. 

3.  Counting  by  2's  as  far  as  child  can  go. 

52 


4.  Counting  backward  by  2's:  10—2,  20—2. 

5.  Counting  by  10 's  to  100. 

6.  Counting  backward  by  10 's,  100—10. 

7.  Counting  by  5's  as  far  as  child  can  go,  at  least  50. 

8.  Counting  backward  by  5's:  50—5,  100—5. 

9.  Counting  by  3's  to  30,  60,  90,  120. 
10.  Abacus: 

a.  Move  red  beads  2  by  2. 

b.  Move  orange  beads  3  by  3.   How  many  left  ? 

c.  Move  yellow  beads,  1,  2,  3,  5. 

d.  Move  green  beads,  4  and  4.    How  many  left? 

e.  Divide  blue  beads  in  half.    How  many  in  each 
half? 

f.  How  many  times  can  you  move  2  red  beads? 
Five  times  2  is? 

g.  Construct    34,    using    red,    orange,    yellow, 
green  and  blue  beads. 

Language : 

1.  Have  child  name  his  parents,  brothers  and  sisters, 
his  other  relatives,  his  teachers  and  friends. 

2.  Who  makes  the  shoes  ?    Who  builds  the  house  ?    Who 
raises  the  corn?    Who  drives  the  wagon?    Who  collects  the 
fares?     Any  number  of  similar  questions,  or  variations  in 
accordance  with  the  child's  circle  of  experience. 

3.  Have  the   child  learn  to  understand  and  use  some 
simple  "secret"  language,  like  adding  "ing"   (or  in  case 
of  a  vowel  "ng")  to  letters  or  words.    For  example: 

"Ting,  hing,  eng,  ming,  ang,  ning,  ing,  sing,  ong, 
ling,  ding." 
(The  man  is  old.) 

4.  Converse  with  him  in  one  such  "secret"  language. 

5.  Have  child  invent  a  "secret"  language  of  his  own. 

Following  Direction: 

Give  the  child  some  direction,  which  would  involve  two 
different  actions  successively,  e.  g.,  tell  the  child  to  lock  the 
door  and  bring  you  the  key;  or,  to  raise  arms  over  his  head 
and  then  lower  them  behind  his  back,  etc. 

Association : 

a.  Presentation  of  familiar  object  (apple,  knife,  pocket- 
book).     Child  is  asked  to  dictate  to  the  experimenter  the 
names  of  other  objects  coming  to  his  mind  as  suggested  by 
the  object  presented,  as  fast  as  possible,  in  three  minutes. 

b.  The  same  exercise,  except  that  the  name  of  a  famil- 
iar object  (book,  mother,  house),  is  mentioned  to  the  child. 

53 


c.  G  e  n  u  js  • —  Species  :      Tell   an   animal,    a   plant, 
food,  article  of  clothing,  piece  of  furniture. 

d.  Part  —  Whole  :    Tell  of  what  the  following  is  a 
part:  an  arm,  a  sleeve,  a  drawer,  a  leaf,  a  room. 

e.  Opposites  :    What  is  the  opposite  of  bad,  short, 
little,  poor,  well,  thick,  full,  few? 

f.  Qualities  :   Tell  me  something  that  is  high,  cold, 
new,  smooth,  red,  round,  clean,  bitter,  heavy. 

g.  Activities  :   Tell  me  the  name  of  something  that 
walks,  rolls,  flies,  barks,  swims. 

Reading : 

1.  Reading  of  graded  passages  from  some  good  series 
of  readers,  First  to  Fifth  Eeader.    Note  facility,  expression, 
understanding,  substitutions,  etc. 

2.  Have  child  repeat  orally  what  he  has  read.     (Visual 
memory.) 

Writing: 

1.  Dictation  of  graded  passages  from  same  set  of  read- 
ers. 

2.  Have  child  repeat  in  writing  what  he  has  read,  as 
nearly  as  he  can  reproduce  it. 

Judgment:      (Experience): 

1.  Muscular  and  optical  illusions  : 

a.  Two  pieces  of  wood  of  different  size  but  equal 
weight. 

b.  A  white  circle  on  black  background;  same  size 
black  circle   on  white   background;  which    ap- 
pears larger?      (Circle  of  about  2",  observe  from 
distance  of  10'  in  good  illumination.) 

2.  Dissected    pictures: 

a.  Simple  picture  cut  into  5  oblongs. 

b.  Simple  picture  cut  into  12  pieces  of  different 
forms.     (This  test  may  be  done  imperfectly  by 
some  children  of  this  stage ;  it  ought  to  be  done 
perfectly  in  the  next  stage.) 

3.  Formboard:   12  different  geometric  forms  to  be 
fitted  into  their  grooves.     Note  time  and  accuracy. 
This  test  should  be  tried  with  elementary  children, 
but  will  be  more  perfectly  done  by  children  of  next 
stage. 

Motor  Co-ordination: 

1.  Walking  along  straight  board,  or  line. 

2.  Threading  of  needles,  very  coarse  to  medium. 

3.  Tapping  (Cf.  Rhythm  Test,  Aural,  5). 

54 


4.  With  light  hammer,  child  is  to  drive  ordinary  or 
upholstery  tacks  into  a  flat  piece  of  pine  wood,  making  lines 
and  simple  designs,  from  dictation  or  invention. 

5.  The  child  is  to  saw  a  strip  of  soft  wood,  1  inch  square, 
6  feet  long,  into  six  pieces  of  six  inches  each,  and  three  pieces 
1  foot  long  each.    He  must  measure  them  off  himself.    With 
these  nine  pieces,  the  child  is  to    construct    some    simple 
object  (ladder,  trellis,  flower  stand,  etc.),  according  to  his 
own  ideas,  using  hammer  and  nails. 

6.  Throw  and  catch  ball. 

7.  Draw  an  undulating  line.  ^s^s^~^^~w^s^s^ 

8.  Marking  with  cross,  in  lead  pencil,  100  squares  in 
their  centres.    Squares  %  in.    Note  accuracy  and  time. 

9.  Striking   graded   pegs   with   metal   pencil    (electric 
contact).    Note  accuracy  and  speed. 

By  repeating  tests  8  and  9  up  to  ten  times,  in  succes- 
sion, the  effect  of  practice,  habit,  and  fatigue  can  be  studied 
and  tabulated. 

10.  Tying  and  untying  of  strings  (shoestrings). 

Expression: 

1.  Model  some  familiar  form  (ball,  bird's  nest,  flower 
pot)  from  memory. 

2.  Paint,  with  ink  or  watercolor,  an  apple,  a  flower,  a 
vase,  from  model. 

3.  Draw,  on  transparent  slate,  life  forms  after  patterns. 

4.  Draw,  freehand,  a  man,  a  horse,  a  house,  from  mem- 
ory. 

5.  Draw  the  following:    an    oblong    pond    with    trees 
standing  in  front  and  back. 

6.  Draw  the  following :  'On  this  side   of  the  street  a 
shoemaker  is  at  work  at  his  bench ;  on  the  opposite  side  is  a 
carpenter  building  a  house. 

7.  Child  is  to  sing  a  song  he  knows,  eventually  with 
accompaniment. 

8.  Child  is  to  say  any  piece  of  poetry  he  has  learned  and 
happens  to  remember. 

Aesthetic : 

1.  Color  preference. 

2.  Favorite  flower. 

3.  Favorite  song,  or  musical  piece. 


55 


PHYSIO-PSYCHOLOGICAL.  TESTS 
Vision: 

DISTANCE  AND  ACCURACY: 

Snellen's  Test  Cards. 
Tests  for  astigmatism. 

COLOR: 

Matching  of  intermediate  colors,  and  naming  them 
as  accurately  as  child  can  describe  them. 

VISUAL  MEMORY: 

1.  Drawing  successively  10  straight     lines     after 
standard  (4  in.  long).     The  standard  is  drawn  on  top  of 
paper,  and  is  removed  from  sight  by  folding  under,  after 
being  exposed  five  sec.    Each  copy  is  likewise  folded  under 
before  next  is  attempted.  Mark  extremes  and  mean  variation. 

2.  Momentary  exposure  of  12  familiar  objects  suc- 
cessively, the  child  writing  down  the  names  after  all  objects 
have  been  shown.    Mark  completeness  and  order. 

First  Series:  Hammer,  ball,  bottle,  chalk, 
fork,  bell,  key,  clock,  book,  mat,  ruler,  box. 

Second  Series:  Newspaper,  rubber,  eraser, 
pack  of  cards,  hat,  pad,  plane,  knife,  worsted,  comb,  scissors, 
picture,  envelope. 

This  test  may  be  modified  in  same  manner  as  Ele- 
mentary, Visual  Memory,  2. 

3.  Exposing   familiar  words,   to   be  written  down 
from  memory  in  the  order  shown,  after  having  been  exposed 
5  times :  (heavy-faced  words  in  red  ink) . 

First  Series  :  Cow,  room,  ship,  queen,  hammer. 
Second    Series:     Road,    glass,     board,    bell, 

pencil,  water. 

Third   Series:   Garden,  stone,  grass,  dog,  bot- 
tle, hill,  wall. 

Fourth    Series:    House,    statue,    paint,    ink, 
door,  picture,  cloud,  tree. 

Fifth    Series:    Paper,  roof,   sky,    pen,    leaf, 
hammer,  cow,  ship,  bottle,  door. 
(Cf.  Eeading  test) 

Aural: 

1.  Recalling  and  recognizing  single  tone    (use  special 
string  instrument). 

56 


2.  Discrimination  of  higher  and  lower  tones,  as  in  3, 
Elementary.    Standard  c : 

b     d-sharp     b-flat    d    a    e    g    b    c-sharp 

3.  Consciousness   of  harmony    and    discord     (selected 
chords). 


,Ha/im0?iy  a/n 


Iuterm*tiat« ,  A  ural  ,3. 


4.  Memory  of  spoken  unrelated  words:  Familiar 
words  pronounced  by  the  experimenter  to  be  repeated,  orally, 
or  in  writing,  in  order  given.     Mark  completeness,  order, 
time.   Present  5  times. 

First    Series:    Room,  sky,  stone,  ink,  garden. 

Second  Series:  Queen,  water,  pen,  wall,  pencil, 
glass. 

Third  Series:  Tree,  grass,  door,  board,  road,  cow, 
ship. 

Fourth  Series:  House,  cloud,  leaf,  paint,  roof, 
picture,  dog,  hammer. 

Fifth  Series:  Leaf,  paper,  hammer,  dog,  bottle, 
statue,  picture,  hill,  roof,  paint. 

5.  Memory    of    spoken     related     words.    Method 
same  as  in  4. 

First    Series:    Home,  father,  business,  city,  office. 

Second  Series:  Mother,  dinner,  meat,  fork,  nap- 
kin, dishes,  table,  chair. 

Third  Series:  Country,  woods,  tree,  grass,  moss, 
flowers,  grass,  picnic. 

Fourth  Series  :  Water,  lake,  river,  ocean,  steamer, 
trip,  England,  London,  Germany,  Berlin,  Kaiser,  America, 
Star-spangled  banner. 

6.  Memory  of  word  picture.     The  purely  ear-minded 
child  will  respond  to  the  reading  of  the  selection  by  experi- 
menter; another  method  is  to  have  the  child  read  the  selec- 
tion aloud,  thus  combining  visual  and  motor  memories  with 
the  aural  (hearing  his  own  voice).     Selection  may  be  read 
twice,  or  even  three  times  in  succession,  and  a  combination 
of  both  methods  is  allowable  if  response  to  one  is  unsatis- 
factory.   Child  to  repeat  orally,  or  reproduce  in  writing. 

57 


PLOUGHING 

All  day  long  the  ploughmen  on  their  prairie  farms 
have  moved  to  and  fro  on  the  wide  level  field  thru  the 
falling  snow  which  melted  as  it  fell,  wetting  them  to  the 
skin — all  day,  notwithstanding  the  frequent  squalls  of 
snow,  the  dripping,  desolate  clouds,  and  the  muck  of 
the  furrows,  black  and  tenacious  as  tar. 

Under  their  dripping  harness  the  horses  swung  to 
and  fro  silently,  with  that  marvelous  uncomplaining 
patience  which  marks  the  horse.  The  ploughman  be- 
hind his  plough,  tho'  the  snow  lay  on  his  ragged  great- 
coat, and  the  cold,  clinging  mud  rose  on  his  heavy  boots, 
whistled  in  the  very  beard  of  the  gale. 

As  the  day  passed,  the  snow,  ceasing  to  melt,  lay 
along  the  ploughed  land  and  lodged  in  the  depth  of 
the  stubble,  till  on  each  slow  round  the  last  furrow 
stood  out  black  and  shining  as  jet  between  the  ploughed 
land  and  the  gray  stubble.  (Garland.) 
Mark  number  of  memories. 

Touch : 

1.  Tests  in  identifying  smaller  objects  and  solids  (blind- 
folded) as  pen  points,  small  keys,  marbles,  various  fabrics, 
flat  and  solid  geometric  figures  as  triangles,  ovals,  vases,  etc.) 

2.  Single   and   double  needle-points  using  distance   of 
from  1  to  ^4  in.,  testing  various  body  areas.     Or  use  algo- 
meter. 

Smell: 

Acuteness.  Use  graduated  extracts  as  in  Elementary 
tests. 

Taste: 

Acuteness.  Use  graduated  solutions  as  in  Elementary 
tests. 

Location : 

Memory:  visualization.  Draw  ground  floor  of  your 
school-room,  or  of  some  room  in  your  dwelling  house  (bed- 
room, dining-room,  etc.)  from  memory. 

MENTAL  TESTS 

Counting : 

1.  Count  as  far  as  you  can  count.    After  200,  count  by 
10 's;  after  300,  count  by  hundreds;  after  2000,  count  by 
thousands. 

2.  Count  backward,  100—1. 

58 


3.  Count  backward,  by  2's,  100—2. 

4.  Count  backward  by  3's:  12—3;  30—3;  90—3. 

5.  Count  backward  by  5's;  200—5. 

6.  Abacus :  Make  on  left  side  of  abacus  8,  12,  18,  25,  31, 
39,  44,  50. 

^Language : 

1.  Introduce     more     complicated    "secret"    languages 
than  in  Elementary  tests,  p.  53.    For  example:  Disarrange- 
ment of  words  in  a  sentence  (sent-mother-to-last-baker-my- 
the-some-me-night-to-bread-buy=My  mother  sent  me  to  the 
baker  last  night  to  buy  some  bread)  ;  or  inversion  of  letters 
in  each  word  (eht  sevael  nrut  der  dna  nworb  ni  nmutua= 
the  leaves  turn  red  and  brown  in  autumn).    This  leads  over 
to  the  next  tests. 

2.  Introduce  a  simple  cipher,  f.  i.  representing  each  let- 
ter of  the  alphabet  by  the  next  following  one  (b  for  a,  c  for 
b,  etc.).     After  explaining  the  cipher  method,  have  child 
read  and  construct  sentences  like  the  following: 

Nz  gbuifs  mpwft  nf=My  father  loves  me. 
The  task  may  be  made  more  difficult  by  writing  words  to- 
gether : 

Uifxpnbodpplt=The  woman  cooks. 

Following  Directions: 

Give  child  some  direction  which  would  involve  three  or 
four  different  activities  in  succession ;  e.  g.,  tell  the  child  to 
place  a  book  on  the  desk;  then  to  walk  to  the  window,  to 
open  (or  close)  it,  and  then  to  bring  the  book  back  to  you 
and  open  it  on  page  105. 

Association : 

1.  Presentation  of  familiar  object;   child  is  asked  to 
write  down  the  names  of  other  objects  or  ideas  coming  to  his 
mind  as  suggested  by  the  object  presented,  as  fast  as  possi- 
ble, in  three  minutes. 

2.  Same  exercise,  except  that  the  name  of  the  object  is 
mentioned  to  the  child  without  the  object  being  shown. 

3.  Genus  —  Species  :    Tell  a  form  of  land ;  kind 
of  building;  occupation;  game;  exercise. 

4.  Part  —  Whole  :    Tell  of  what  the  following  is  a 
part:  a  seam,  a  handle,  a  wall,  a  signature,  a  title. 

5.  Opposites  :   What  is  the  opposite  of  bad,  inside, 
slow,  short,  little,  soft,  dark,  sad,  true,  equal,  poor,  well, 
sorry,  thick,  full,  many,  above,  master,  friend,  to  love,  to 
sleep. 

59 


6.  Qualities  :  Tell  something  that  is  high,  soft, 
cold,  new,  smooth,  yellow,  round,  clean,  bent,  wooden,  glass, 
deep,  empty,  narrow,  loose,  sour,  level,  stale,  oily,  heavy, 
sandy. 

Reading  and  Composition: 

1.  Reading  of  graded  passages  from  some  good  series  of 
readers,  Sixth  to  Eighth,  and  of  simple  classics.     Note  fa- 
cility, expression,  understanding,  etc. 

2.  Have  the  child  write  a  reproduction  of  the  passage 
read.     (This  exercise  must  not  be  confused  with  the  word 
picture  test). 

Concentration : 

Striking  out  100  A's  scattered  thru  block  of  letters. 

By  repeating  this  test  10  times  in  succession  the  effect 
of  habit,  practice  and  fatigue  can  be  studied. 
Accuracy  and  speed  are  noted. 

Method  of  Thinking: 

Presentation  of  familiar  object  (knife,  fork,  penny,  ball, 
flower,  etc.) :  Child  tells  what  primary  association  is  formed 
— that  is  to  say,  of  what  the  child  thinks  first  when  object 
is  seen  (idea  of  object  as  such,  or  sound  of  spoken  word,  or 
image  of  written  or  printed  word,  its  spelling,  letter  forms,, 
color  of  object,  etc.) 

Judgment  (Experience): 

1.  Muscular  Illusions : 

a.  Pencil  point  between  twisted  fingers. 

b.  Eight   weights,    of  different   sizes,   but   equal 
weight. 

2.  Optical  Illusions  (cf.  James,  Psychology,  II,  232,  ff.) 

3.  Connect  100  dots  (%  in.  apart,  arranged  in  ten  rows 
of  10  each)  with  continuous  line  without  touching  the  same 
dot  twice  or  crossing  over.    Repetition  introduces  effect  of 
habit,  practice  and  fatigue.     Time. 

4.  Simple  picture  cut  into  12  pieces  of  different  forms. 
Time. 

5.  Set  of  cubes  presenting  six  different  pictures.    How 
many  are  recognized  and  put  together?     Time. 

6.  Jig-saw  puzzle  of  not  more  than  25  pieces.    Time. 

7.  Formboard. 

8.  The  solving  of  some  puzzle  or  riddle,  e.  g. :  Several 
geese  are  walking  along  the  road  in  single  file.     One  walks 
ahead  of  two,  one  walks  behind  two,  and  one  walks  in  the 
middle.     How  many  geese? 

60 


9.  A  practical  question,  as  to  what  the  child  would  do 
under  certain  circumstances,  e.  g.,  if  he  would  see  another 
child  walking  unconsciously  near  a  steep  precipice  where  an- 
other step  might  cause  it  to  fall  off,  and  yet  if  frightened 
by  some  sudden  call  the  child  may  be  in  the  same  danger. 

10.  A  practical  test,  such  as  placing  a  box  so  near  the 
edge  of  the  table  that  an  inadvertent  motion  would  send  it 
to  the  floor ;  or,  the  playing  of  some  game  of  cards  in  which 
judgment  is  needed,  like  " building"  in  Casino,  or  a  game 
of  Hearts. 

Games  like  Twenty  Questions,  City  and  Country,  etc., 
also  offer  valuable  opportunities  for  tests  of  judgment,  con- 
centration, etc. 

Motor  Go-ordination: 

1.  Striking  100  dots  with  pencil  successively.    Dots  are 
l/2  in.  apart,  arranged  in  ten  rows  of  10  each. 

2.  Striking  graded  pegs  with  metal  pencil  (electric  con- 
tact). 

Note  accuracy  and  speed.  Repeat  10  times  for  effect 
of  habit,  practice  and  fatigue. 

Expression: 

1.  Make  wooden  box,  using  hammer  and  saw,  or  knife, 
nails,  glue,  etc.,  from  model. 

2.  From  scraps  of  material  (pieces  of  tin,  block  of  wood, 
cigar  box,  spools,  package  handles,  cardboard,  wire,  twine, 
etc.),  construct  some  object  or  model,  such  as  your  fancy 
will  dictate,  using  any  tools  you  want  or  have. 

3.  Make  working  drawing  for  cube  or  small  basket  on 
cardboard;  then  cut  out  and  construct. 

4.  Model  in  clay  some  motive  of  ornament. 

5.  Paint  in  water  color  some  flower,  vase,  landscape, 
from  memory,  or  by  way  of  invention  and  composition. 

6.  Draw  free-hand  a  man,  a  horse,  a  house,  from  mem- 
ory.   At  this  stage  some  specific  man  (father),  or  horse  (the 
grocer's  or  the  family  horse),  or  house  (residence  or  school- 
house)  should  form  the  task. 

7.  Draw  an  oblong  pond,  with  trees  on  opposite  sides, 
front  and  back. 

8.  Shoemaker  and  carpenter,  as  in  Elementary  Test. 

9.  Child  to  sing  a  song  he  knows. 

10.  Playing  on  whatever  instrument  he  can  play. 

11.  Recitation  of  memorized  piece  of  poetry  or  oratory. 

Aesthetic: 

1.  Color  preference. 

61 


2.  Favorite  flower. 

3.  Favorite  song  or  musical  piece. 

4.  Favorite  poem  or  story,  literary  piece,  author. 


PHYSIO-PSYCHOLOGICAL  TESTS: 
Visual  Memory: 

1.  Momentarily  presenting  sheet  containing  rectangles 
of  same  size,  but  different  colors  and  in  different  postions. 
Upon  withdrawing  sheet,  child  is  to  draw  a  diagram  of  the 
positions  and  write  the  names  of  the  colors  in  their  proper 
places.    Repeat  three  times. 

2.  Same  test  as  under   (3)   Intermediate.     Children  of 
this  age  should  be  able  to  repeat  Fifth  Series  without  mis- 
take. 

3.  Exposing  nonsense  syllables  in  same  way  as  familiar 
words  in  previous  test  : 

First  Series:  Juc,  ver,  dil,  sec,  nis. 
Second   Series:  Lab,  noh,  ris,  lup,  fim,  tup. 
Third    Series:    Zit,  cul,  gip,  fod,  kan,  mas, 

zam. 
Fourth   Series:   Arb,  cul,  tab,  sar,  sal,  qof  , 

ler,  hek. 
Fifth    Series:    Bom,  wes,  rar,  nis,  zee,  lup, 

tup,  noh,  hek,  lab. 

4.  Estimates    of    distances,    as    to    comparative  length. 
Younger  pupils  may  be  able  to  say  that  one  distance  is 
greater   than   the   other;    older  ones   may   estimate    actual 
length  in  feet,  rods,  miles. 

5.  Estimate  of  heights  or  various  objects.     Same  meth- 
od as  in  4. 

6.  Estimate  of  sizes  of  various  objects.    Same  as  before. 

Aural: 

1.  Recalling  and  recognizing  chords  (selected  chords). 

a/rui  "Reco^nti'im?  Chords        AdLreunctdtAu.ral,  I. 


p  & 


» 


2.  Memory  of  Word  Picture,  as  in  (6)  Intermediate: 

EARLY  DUTCH  FIREPLACE  SCENE 

To  have  seen  a  numerous  household  assembled 
round  the  fire,  one  would  have  imagined  that  he  was 
transported  back  to  those  happy  days  of  primeval  sim- 

62 


plicity  which  fleet  before  our  imaginations  like  golden 
visions.  The  whole  family,  old  and  young,  master  and 
servant,  black  and  white;  nay,  even  the  very  cat  and 
dog  enjoyed  a  community  of  privilege,  and  each  had  a 
right  to  a  corner.  Here  the  old  burgher  would  sit  in 
perfect  silence,  puffing  his  pipe,  looking  in  the  fire  with 
half-shut  eyes,  and  thinking  of  nothing  for  hours  to- 
gether; the  good  wife,  on  the  opposite  side,  would  em- 
ploy herself  diligently  in  spinning  yarn  or  knitting 
stockings,  listening  with  breathless  attention  to  some 
old  crone  of  a  negro  who  was  the  oracle  of  the  family, 
and  who,  perched  like  a  raven  in  the  corner  of  the 
chimney,  would  creak  forth  for  a  long  winter  afternoon 
a  string  of  incredible  stories  about  New  England  witch- 
es, grisly  ghosts,  horses  without  heads,  and  hair-breadth 
escapes  and  bloody  encounters  among  the  Indians. 
(Irving). 

Tactile: 

Single  and  double  needle-points,  distance  down  to  %  in. 
Also  use  algometer. 

Smell: 

Graded  extracts  as  in  previous  tests.    Also  present  Aqua 
destillata  for  contrast,  and  for  test  of  suggestion. 
Taste: 

Graded  solutions,  as  before.    Also  use  pure  water. 
Location : 

Memory ;  visualization ;  draw  ground  floor  of  a  familiar 
building. 

MENTAL  TESTS: 

Association: 

1.  Genus  —  Species:    Tell   a  virtue,   a    state    of 
mind,  a  state  of  body,  a  purpose  and  an  ideal. 

2.  Part  —  Whole  :   Of  what  is  the  following  a  part : 
a  teacher,  a  soldier,  a  sailor,  a  word,  a  paragraph? 

Language : 

1.  Let  pupil  invent  his  own  cipher  and  use  it  with  ex- 
perimenter.   Experimenter  will  explain  method  of  decipher- 
ing. 

2.  Let  child  decipher  a  simple  cipher  message,  such  as 
was  introduced  in  the  Intermediate  Tests. 

Heading: 

A  selection  from  some  classic  author. 


Composition: 

Have  pupil  write  his  autobiography. 

Concentration : 

100  A 's. 

Method  of  Thinking: 

Same  as  under  Intermediate. 

Judgment  (Experience): 

1.  Muscular  and  optical  illusions.    Same  as  under  Inter- 
mediate (1  and  2). 

2.  Connecting  100  dots. 

3.  Jig-saw  puzzles  of  graded  number  of  pieces. 

4.  Geometric  puzzles,  like  the  Anchor  puzzle. 

5.  Puzzle  or  Riddle,  like  under  Intermediate  (8). 

6.  Practical  question,  like  under  Intermediate  (9). 

7.  A  game  of  checkers,  chess,  Twenty  Questions,  etc. 

Motor  Co-ordination: 

1.  Striking  graded  pegs  with  metal  pencil  (electric  con- 
tact). 

2.  Threading  fine  needles. 

Expression : 

1.  Model  some  ornament. 

2.  Paint  from  still  life. 

3.  Draw,  or  paint,  some  landscape,  from  nature,  or  by 
way  of  composition. 

4.  Draw,  from  memory,  or  from  model  (living  model),  a 
portrait,  or  life  study. 

5.  Some  song  with  accompaniment. 

6.  Playing  on  some  instrument. 

7.  Recitation  of  some  memorized  poetry  or  oratory. 

8.  Spontaneous  discussion  of  some  familiar  theme,  as 
e.  g.,  the  War  of  the  Revolution  and  its  Causes;  Fashions 
of  the  Day ;  or,  the  Advantages  and  Disadvantages  of  Trav- 
eling. 

Aesthetic: 

1.  Color  preference. 

2.  Favorite  flower. 

3.  Favorite  song  or  musical  piece. 

4.  Favorite  poem,  story,  literary  piece,  author. 

5.  Selection  of  most  pleasing  oblong  (Golden  Section). 

64 


6.  Selection  of  most  pleasing  ellipse  (Golden  Section). 

7.  Preference  between  chords. 


8 


This  blank  offers  opportunity  for  recording  diagnostic 
remarks  summing  up  the  entire  case,  by  different  examiners. 
As  the  study  of  exceptional  children  is  still  a  new  field  of 
research,  it  can  hardly  be  expected  to  obtain  in  every  in- 
stance an  agreement  of  opinions,  and  arrangement  is  there- 
fore made  for  an  expression  of  different  viewpoints.  Out  of 
a  discussion  of  these  viewpoints  may  be  elaborated  a  more  or 
less  exact  and  complete  diagnosis,  as  a  basis  for  further 
study  of  the  problem,  and  as  an  approximate  formulation  of 
the  individual  case. 


65 


A000rtatuw  for  %  !$>ittiuj  attfc  lEiuratum  af 


Stagunstu        (Ulatisiftratunt 
NAME  OF  CHILD.  .  .  .BORN 


Date: 


Diagnostic  Remarks: 


Name  of  Examiner: 


66 


Qteniaittt*  (!Ha00tfiratum  0f  iExrcptumal 

Suggested  by  Maximilian  P.  E.  Groszmann,  Pd.  D. 
Plainfield,  N.  J.,  May,  1909 

A.  NORMAL  CHILDREN. 

(Those  who  are  in  accord  with  the  norm,  or  standard,  of 
human  nature.) 

1.  Typical  Children. 

(Those  who  conform  to  the  average  human  type, 
representing  the  present  stage  of  civilization.) 

2.  Pseudo-atypical  Children. 

(Those  who  only  seemingly  deviate  from  the  aver- 
age human  type.) 

a.  Children  Whose   Progress  in  School  was  hin- 

dered by: 

1.  Change  of  schools; 

2.  Slower    rate    of    development,    without    atypical 

retardation; 

3.  Temporary  illness; 

4.  Slight  physical  difficulties,  such  as  lameness  and 

minor  deformities,  slightly  impaired  vision 
and  hearing,  adenoid  vegetations,  etc.  This 
last  class  is  similar  to  Group  2,  of  the  Patho- 
logical Classes,  Sub-normal  Group;  only  that 
it  represents  retarded  instead  of  arrested 
development. 

b.  Children    of    Unusually    Rapid    Development, 

without  genuine  (pathological)  precocity. 

c.  Children  Who  are  Difficult  of  Management. 

Naughty,  troublesome,  spoiled  children,  with- 
out genuine  perversity. 

d.  Neglected  Children 

Pseudo-atypical  children  may  be   rapidly  restored  to  normal  equilib- 
rium. 

Atypical  Children  Proper. 

(Those    who    deviate    from    the    average    human 
type.) 

Hereditary,    congenital,    and    environmental 
causes. 

67 


a,  Neurotic  and  Neurasthenic  Children. 

Over-stimulation  and  precocity.  Genius.  Ir- 
ritability. Excessive  imagination  and  lack  of 
mental  and  emotional  poise.  Hysteria.  De- 
mentia Praecox.  Lack  of  concentration.  Neg- 
ativism. Contrariness.  Perverse  tendencies. 
Sexual  precocity.  Fears  and  obsessions.  De- 
fective inhibition.  Tic.  Motor  disturbances. 
Vasomotor,  sensory,  and  trophic  disturbances. 

b.  Children  of  Pathologically  Retarded  Develop- 

ment. 

Impaired  conceptual  ability  due  to  retarded 
brain  development.  Physiological  retardation 
of  growth  rate.  Special  physical  causes: 
Chronic  catarrh,  chronic  difficulties  of  nutri- 
tion, serious  chronic  affections  of  vision  and 
hearing,  venereal  infection,  etc. 

Any  of  these  classes,  thru  neglect  or  adverse  environmental  influence*, 
may  drop  down  In  the  scale  of  development,  into  lower  classes.  In 
other  words,  the  Individuals  composing  them,  may  lose  their  normal 
characteristics  and  degenerate  into  permanent  defectiveness.  It  is  a 
matter  of  potentials  and  their  direction.  On  the  other  hand,  having 
the  normal  potentials,  atypical  and  pseudo-atypical  children  may  be 
restored  to  normal  equilibrium. 


B.  SUBNORMAL  CHILDREN. 

(Those  whose  potentials  are   incomplete,   or  underde- 
veloped.) 

1.  Defective  Children. 

Hereditary  and  congenital  causes. 

Epileptics,   blind,    deaf-and-dumb,    deformed, 
paralytics,  crippled,  etc. 

These  children  can  never  attain  the  perfect  norm  of  human  nature,  as 
their  potentials  are  incomplete. 

2.  Children  of  Arrested  Development. 

(Acquired  abnormality  or  defectiveness.) 

a.  Pathological  Classes. 

Children  born  apparently  normal,  but  having 
their  development  checked  by: 

1.  Hereditary    causes,    manifesting    themselves    at 

certain    developmental    periods. 

2.  Special  causes,  as  diseases,  fright,  accidents,  etc. 

The  arrest  of  development  may  be  only  partial,  as 
in  the  case  of  children  deformed  by  accident; 
then,  there  will  be  mainly  a  condition  of  in- 
completeness, as  in  Group  1,  Defective 
Children. 

b.  Submerged  Classes. 

Environmental     influences     have     prevented 
them  from  attaining  full  maturity. 

68 


'Children  of  arrested  development  will  remain  essentially  subnormal, 
no  matter  how  well  they  may  be  educated  within  their  limits. 

3.  Children  of  Rudimentary  or  Atavistic  Development. 

The  primitive  type,  representing  mental,  moral  and 
social  instincts  and  activities  on  the  savage, 
barbarian,  or  generally  uncivilized  level. 
Primitive  races. 

Atavistic  individuals.  These  approach  the 
abnormal  level.  They  represent  a  reversion 
of  instincts  and  capacities  in  spite  of  being 
born  from  apparently  normal  parents. 

GROUPS  A  AND  B  CONSTITUTE  HUMAN  SOCIETY 

C.  ABNORMAL  CHILDREN. 

(Those  who  deviate  from  the  norm,  or  standard,  of  hu- 
man nature.) 
Hereditary  and  congenital  causes. 

Cretins,  cretinoids;  microcephalies,  macro- 
cephalics,  hydrocephalics,  idio-imbeciles,  im- 
beciles and  feeble-minded;  insane;  criminals; 
moral  imbeciles  and  moral  perverts. 

Abnormal  children  stand  outside  of  human  society  and  require  cvs- 
todlal  or  Institutional  care  permanently. 

DEFINITIONS. 

(Standard  Dictionary.) 

Norm:     A  rule  or  authoritative  standard. 

Normal:  According  to  an  established  law  or  principle;  conformed  to 
a  type  or  standard;  regular  or  natural. 

Abnormal:  Deviating  from  the  natural  structure,  condition,  or  course; 
unnatural. 

Type:  One  of  a  class  or  group  of  objects  that  embodies  the  charac- 
teristic of  the  group  or  class;  an  example,  model,  representative, 
or  pattern,  as  of  an  age,  a  school,  or  a  stage  of  civilization. 

Typical:     Having  the  nature  or  character  of  a  type. 


69 


Index 


Abacus,   48,   53,   59 
Abdomen,    27,    31,    35 
Abnormal  children,  69 
Accelerated  growth,  4,  19 
Accuracy,  36,  48,  50,  56,  60 
Activities,   54 
Acuteness,   36,  37,   52,   58 
Adhesions,   35 
Adolescent,    35 
Advanced   period,    42,   47 
Aesthetic,    55,    61,    64 
Algometer,    52,    58,    63 
Anatomical   age,   10,   22 

examination,    32 

test  cards,   27,    33,    34   f 
Anesthesia,  8 
Animation,  14 
Ankle  clonus,  31 
Anxiety,  13,   21 
Aphasia,  37 
Apparatus,   48 
Appearance,  30 
Appetite,   38 
Arch   of  foot,   33 
Arithmetic,  20 
Arms,    27,    33 
Arrested  development,  68 

growth,   4 
Articulation,  37 
Ascending  scale,  ~43 
Association,   53,   59,   63 
Astigmatism,   17,    36,   46,   56 
Asymmetry,    33,    34 
Atavistic    development,    69 
Ataxia,   Bahinski,    31 
Attention,  19 
Atypical    children,    4,    67 
Aural   memory,   51,   56,   62 

tests,   48,   51 
Auto-suggestion,  18 
Average  human  type,  67 
Aversions,   8,   19 
Backwardness,    19,   23,   67 
Bahinski    ataxia,    31 
Balance,  sense  of,  17,  37,  52 
Baths,  5,  17 
Bed-wetting,  15,  17 
Binet  tests,   3,  42 
Birth,   12,  13  ff 


Blank   forms,    48 
Blind  children,   68 
Blood,  38 

relation,  7,  12 
Body  measurements,  4,  22 
Boys'   measurements,   23 
Bright,   exceptionally,   23,   67 
Brows,    34 
Building,   50 
Build  of  body,  16 
Busying  himself,  20 
Calf,  27 
Caprice,   19 

Career  of  the  Child,  42 
Causes,  21 
Character,    18,    19 
Characteristics,    32,    34    f 
Chest,  27,  31,  33 
Chewing,    19 
Child  history,  4,  7,  11  ff 
Chords,   57,   62,  65 
Chorea,  8,  15,  37 
C'-vnnological  age,  10,   22 
Cipher,   59,   63 
Circumspection,  20 
Classification,   4,   65,  67  ff 
Cleanliness,   19 
Clitoris,   31 
Clothing,    22 

Cohn,   Prof.   Herrmann,    44 
Color    perception,    20,    36,    45,    48r 

50,  55,  56,  61,  62,  64 
Communicativeness,   19 
Compositon,   60,   64 
Concentration,  19,   60,  64 
Conception,  19 
Concussion,    15 
Congenital  causes,   68,   69 
Connected  thought,   19 
Construction,   21 
Convulsions,    13,    14,    15,    31 
Correction,    18 
Counting,    20,   48,   52,    53,   58 
Creative   ability,    20 
Cretins,   69 
Criminals,   69 
Crippled,  16,  68 
Cruelty,  18 
Crying,  18 


70 


Culture  epochs,  42 
Custodial   care,    69 
Cut-up  pictures,  46,  49,  60 
Danger  Signals,  8,  22 
Dangerous  traits  of  character, 
Deaf  and  dumb,  68 
Deception,    18 
Decision,    10 
Defective    children,    68 

development,    68 
Definitions,  69 
Deflation,   27 
Deformed,   68 
Deformities,   16,   31 
Deliberateness,    20 
Dementia    Praecox,    68 
Description  of  child,  16 
Destructiveness,  18 
Dexterity,   38 
Diagnosis,   5,   65 
Diameters,  27 
Diet,   5,   39,  40 
Difficult   children,   67 
Difficulties   of   education,    18 
Digestion,   17,   21,  38 
Direction,  36,  48,  49,  53,  59 
Discharge,   31 
Discussions,   64 
Diseases,  5,  11,  12,  14,  15,  41 
Disease   record,   41 
Disobedience,  8,  18 
Dissected  pictures,  54,   60 
Distance,   20,    36,    48,   50,    56 
Drawing,    20,   50,   55,    61,   64 
Ears,    30,    34 
E-fork,  44,  48 

Elementary  period,   42,  45,   50 
Emotional   storms,   13,   21 
Environment,    68 
Epilepsy,    8,    15,    68 
Epitrochlear    glands,    31 
Errors    of    education,    21 
Estimates,  62 
Etiological  statements,  11 
Exceptional   children,   4,    65,    67 
Excessive  growth,  22 
Excitability,  19 
Experience,   54,   60,   64 
Expression,  45,  46,  50,  55,  61,  64 
Extremities,  31 
Eyes,    16,    30,    34 
Eye  strain,   8,   46 
Face,  16,  34 
Falls,   16 
Falsehoods,  18 

Familiar  objects,   50,   53,   56,    59 
Familiar  words,  43,  56,  57,  59 


Family  records,  7,  11  ft 

Far-sightedness,   17 

Favorite  selections,  55,  62,  64 

Fatigue,  10,  60 
18       Fear,    13,    18,    21,    68 

Features,  16 

Feces,  38 

Feebleminded   children,    4,   69 

Feeding,  14 

Field,   36 

Fingers,  33 

Fits,  14 

Fire,  18 

Focus,    36 

Foods,   17,   36 

Forehead,   34 

Form,    20,    36 

Formboard,   46,   54,   60 

Fright,   21 

Functional   tests,   32,   36  ff 

Fundamental   Verities    in    Educa- 
tion, 42 

Gait,    16,    31,   38 

Games,  61,  64 

Genius,   68 

Genitals,   31,  35 

Genu,   33 

Genus,  54,  59,  63 

Gifted  children,  19,  67,  68 

Girls'   Measurements,    25    ff 

Girths,   27 

Groszmann    School    for      Nervous 
and  Atypical  Children,   3 

Glands,  31 

Glasses,  5 

Gluttony,   19 

Grading,   42,   43 

Grip,  37 

Habit,    60 

Habits,  18 

Habit  tics,  8,  37,  68 

Hair,    16 

Hands,  16,  33 

Hastings'     Height     and     Weight 
ff  Tables,  23  ff 

Head,    16,    27,    30 

Hearing,   17,   30,   36,   47,    48,   51 

Heart,  31,   38 

Height,  16,  22,  23  ff,  27 

Helplessness,    20 

Herbart  Hall,  3,  5 

Hereditary  burdens,  7,  68 

Hernia,  31 

Hips,  27,  33 

Housework,   21 

Human  animal,  42 

Human  society,  69 
71 


Hydrocephalic,  33,  69 

Hydrotherapy,    17 

Hyper-sensitiveness,  17 

Hysteria,    8,   9,   68 

Idiots,  69 

Illusions,  54,  60,  64 

Imagination,  19 

Imaginary  companions,   18 

Imaginative   imitation,   49 

Imbeciles,   69 

Imitation,    19,   49 

Immature,   35 

Inactivity,  21 

Indigestion,  8,  17 

Ineffectiveness,   44 

Infectious  diseases,  8,  15 

Inflation,  27 

Inguinal  glands,  31 

Inhibition,  defective,  68 

Initiative,    19 

Injuries,   15 

Insane,   69 

Insoles,  5 

Institutional  care,   69 

Instruction,   20 

Interest,  21 

Intermediate  period,  42,  46,  56 

Intoxicants,   19 

Irregularities,  35 

Irritability,    8,    68 

Jig-saw   puzzles,    45,    60,    64 

Judgment  tests,   10,  20,  45,  46,  47, 

49,   54,   60,   64 
Kindness,   19 
Knee-jerk,    31,    37 
Knees,  33 
Labia,  31 
Lameness,  15 

Language,    15,   37,   53,   59,   63 
Lashes,   34 
Laughing,  18 
Laziness,   8,   19 
Left-handedness,   9 
Legs,  16,  33 
Lies  of  children,  9 
Light  accommodation,  30 
Lips,  34 
Lisping,  17 
Liveliness,  19 
Liver,   31 
Location,   sense  of,   20,   37,   52,   58, 

63 

Love,  17 

Lungs,   27,  31,   38 
Lymph    glands,    30 
Macrocephalic,    33,    69 
Malformation,   30,  31,   35 


Maliciousness,    19 

Mammae,  35 

Manners,  19 

Manual  work,  61 

Mastication,   17,   19 

Masturbation,   17 

McCallie  Vision  tests,  44 

Measuring   Scale   of  Mentality,    5 

Measurements,   Body,   22 

Medical  Examination,  4,   29 

Medical  means,  21 

Memory,  10,  19,  36,  37,  43,  51,  52, 
54,  56,  58,  62,  63 

Mental   diseases,   11,    12,   14 

Mentally  defective  children,  46 

Mental  Status,  19 

Mental  tests,  7,  42,   45,  47,  48  ff 

Menstruation,    17,    21 

Microcephalic,  33,  69 

Miscarriages,    13 

Misfits,   44 

Modeling,   20,   50,   55,   61,   64 

Modesty,  18 

Mongol,   33 

Moods,   18 

Moral    imbeciles   and    moral    per- 
verts, 69 
status,  17 

Morbid  conditions,   18 

Motor  co-ordination,  4,  21,  45,  47, 
49,   54,   61,   64 
disturbances,   68 

Mouth,   30,   34 

breathing,  16 

Movements,   16 

Muscular  memory,   37,   52 
sense,  17,  37 

Musculature,   16,  32,   34   f 

Music,  20,  61,  64 

Naming,  48,  53 

Nares,  34 

National  Association  for  the 
Study  and  Education  of  Excep- 
tional Children,  4 

Nation-forming  period,   42 

Naughty  children,   67 

Neatness,  19 

Neck,    16,    30 

Needle  points,  45,  52,  58,  63 

Negativism,    68 

Neglected  children,  67 

Nervous  diseases,  11,  12,  14,   37 
system,   10 
temperament,  18,   68 

Neurotic  and  neurasthenic  chil- 
dren, 68 

Nightly  alarm,   17 


72 


Nomadic  tendencies,  18 
Nonsense  syllables,  43,  62 
Normal  children,   67 

growth,  4,  23 
Nose,  30,  34 
Number,  20 
Nursing,  14 
Nutrition,  4,  30 
Nystagmus,  30 
Obedience,   18 
Observation  Clinic,  4 
Obsessions,    68 
Operations,   surgical,   16 
Opposites,  54,  59 
Organic  diseases,  11,  12,   14 
Outfit   for  measurements,  22 
Over-exertion,  21 
Painting,  20,  54,  61,  64 
Palatal  arch,  30,  34 
Paralytics,   68 
Parents,  7,  11 
Part,  54,  59,  63 
Passionate,  19 

Pathological  classes  of     arrested 
development,  68 
retardation,  68 
Peaceable,  19 
Peculiarities,   18 
Pegboard,   50 
Periodicity,   21 
Periods  of  development,  42  ff 

of  growth,   10 
Perversity,  68,   69 
Pharynx,   30,   34 
Physical    child    history,    14 
Physician,  visiting,  29 
Physiological  age,   5,   23 

examination,  32 
Physio-psychological   tests,   7,    42, 

44,   45,   46,   48   ff 
Pictures,   cut-up  or  dissected,   45, 

49,  54 

Pigeon-breasted,    33 
Posture,  16 
Potentials,   68 
Practice,  60 
Pregnancy,  13 
Precocity,  10,  23,  68 
Prehension,  31 
Prepubescent,    35 
Prepuce,  31 
Prevention  of  birth,   8 
Primary  period,   42,  44,  48   ff 
Primitive   type,    69 
Pseudo-atypical  children,  67 
Psychic  defects,   70 
Psychological   age,    10,    23 


Psychopathische     Mlnderwerthig- 

keiten,  3 
Pubescent,  35 
Pubic  hair,  5,  31,  35 
Pulse,  27 

Pupillary  reaction,  30 
Purpose,   18 
Puzzles,  60,  64 
Quarrelsomeness,    19 
Qualities,  54,  60 
Quiet,   19 
Race  period,  42 
Reaction   time,   19 
Reading,    20,   54,    60,   63 
Reading  center,  36 
Reason,  47 

Recitation,    50,    55,    61,    64 
Recklessness,    20 
Records,  5,  7 
Regimen,   5,   29,   39,   40 
Religious  sense,  18 
Reports,  5 

Reproduction,  20,  49,  60 
Resemblance,    16 
Respectfulness,  18 
Respiration,  27 
Responsibility,   18 
Restlessness,    19 
Retarded  children,   67,   68 

growth,    4,    68 
Retiring,   19 
Reverence,   18 
Reversion,   69 
Rhythm,    51 
Riddles,  60,  64 
Right-handedness,   9,   16 
Romberg  position,  45,  52 
Rotch   wrist   test,   5,   33 
Rudimentary   development,    69 
Running  away,  18 
Scatterbrain,    19 
School   grade,   20 
Scoliosis,   33 

Secret  languages,   53,   59 
Self-abuse,    17 
Self-centered,   19 
Self-direction,    20 
Selfishness,    17 
Self-respect,  18 
Senses,  17,  36  f 
Sensory  disturbances,  68 
Septum,   34 
Sewing,   20 
Sexual    excitement,    17 

intercourse,  17 

precocity,  68 
Short-sightedness,   17 


73 


Shoulders,  27,  33 

Shuttleworth,   46 

Singing,   50,   55,    61,   64 

Skeleton,    32,    33 

Skill,  20 

Skin,    16,    17,    34 

Skull,  5,  33 

Sleep,   17 

Slowness,   19 

Slow  rate  of  development,  67 

Smell,  17,   36,   43,  45,  48,   52,  58,   63 

Snellen's  test  cards,  44,  45,  46,  48, 

50 

Social,  19 
Soiling,    17 
Somnambulism,    17 
Spasms,   14 
Specialists,    4,   32 
Species,  54,  59,  63 
Speech,    37 
Speech  centers,   9,   36 

defects,   9,   17,   37 

organs,   9 
Speed,  60 
Spells,  14 
Spine,  31,  33 
Spiteful,  19 
Spleen,  31 
Squint,    16,    30 
Static   apparatus,    45,    52 
Station,  31 
Stiffness,    16 
Still  births,    13 
Story   telling,    20,    49 
Stunted  growth,  22,  23 
Submerged    classes,    68 
Subnormal  children,   68 
Suggestion,   18,   43,   44 
Symmetry,  34 
Symptoms   of  disease,   8 
Syphilis,  14 
Table-manners,  19 
Tactile  tests,   45,   48,   52,   58,   63 
Tactual  memory,  36 
Talipes,   33 
Talk,  15 
Tapping,  51,  54 

Taste,   17,   36,   43,  45,  48,   52,   58,   63 
Teeth,   9,   15,    16,   30,   34 
Temper,  10 

Temperament,  9,  10,  18 
Temperature,   27,   37 

sense,    37 


Test  Cards, 

Anatomical,     Body     Measure- 
ments, 27 

Anatomical,    Skeleton,    33 
Anatomical,  Musculature, 

Characteristics,    34 
Functional   Tests,    36   ff 
Medical  Examination,  30  * 

Testicles,   31 

Thighs,  27 

Thinking,  method  of,  60,  64 

Thorax,    16 

Thoughtlessness,  20 

Thread  needles,  37,  54,  64 

Thyroid  Gland,   30 

Time,   sense   of,    20 

Tobacco,    19 

Toes,   33 

Tone  perception,  36,  51,  57 

Tongue,   30,    34 

Tonsils,    30,   34 

Tools,   20 

Touch,   17,   36,  48,  52,   58 

Tremor,  31 

Trophic   disturbances,    68 

Triiper,  Johannes,   3 

Tumor,  31 

Turbinates,  34 

Typical    children,    67 

Urine,    urination,    38 

Uvula,  34 

Vaccination,    15 

Vasomotor   disturbances,    68 

Venereal   infection,   68 

Vision,    17,    30,   36 

Visual  memory,  46,  50,   54,   56,  58, 
62,   63 

Visual  tests,  48,  50,  56 

Vocational  tests,  44 

Von  Pirquet  reaction,  38 

Walk,    15,    16,   37,    54 

Wassermann   test,   38 

Weaknesses,  16 

Weaving,  20,  50 

Weight,    16,    22,    23    ff,    27 

Weights,  37,  47 

Wetting,  17 

Whole,   54,   59,   63 

Word  pictures,  57,  62 

Wrinkles,  34 

Wrist   tests,    5,    33 

Writing,  20,   54 

X-Ray  pictures,   33 


74 


NATIONAL  ASSOCIATION  FOR  THE  STUDY  AND 
EDUCATION  OF  EXCEPTIONAL  CHILDREN 

An  incorporated  society,  not  for  pecuniary  profit,  and  devoted 
to  the  promotion  of  a  national  movement  for  the  solution  of  the 
problem  of  the  exceptional  child. 


It  maintains: 

a.  A    REFERENCE    LIBRARY    containing    the    literature 
treating  of  the  problem  of  the  exceptional  child. 

b.  AN  INFORMATION  BUREAU  for  the  benefit  of  educa- 
tional  and   social   workers,   legislative   bodies,   medical   spe- 
cialists, parents,  and  others  interested  in  the  problem. 

c.  A  PUBLICITY  BUREAU  for  the  distribution  of  society 
proceedings,  scientific  monographs,  reports,  and  other  printed 
matter    of    information,    also    the    arrangement    of    lecture 
courses,  round  tables,  etc. 

d.  A  PEDAGOGICAL  LABORATORY  devoted  to  research 
on  the  broad  aspects  of  the  problem  of  the  exceptional  child. 

e.  "HERBART  HALL,"  Institute  for  Atypical  Children.     A 
sanitarium  school  in  which  actual  cases  of  truly  atypical  de- 
velopment   can    be    clinically    and    educationally    observed, 
studied  and  treated.     (Clearly  abnormal  children,  as  insane, 
feeble  minded,  and  epileptics  are  not  accepted.) 

f.  OBSERVATION   CLINIC.      For   the   care   and   study   of 
borderland  cases  where  positive  prognosis  of  restoration  of 
normality  or  of  permanent  defectiveness  can  be  made  only 
upon  the  basis  of  extended  observation. 

g.  AN  ADOLESCENT   DEPARTMENT   for   ineffective   per- 
sons between  the  ages  of  sixteen  and  twenty-five. 

h.  PRACTICAL  TEACHERS'  COURSE  (six  weeks'  summer 
course).  For  regular  teachers  specializing  to  organize  or  to 
take  up  work  in  special  or  ungraded  classes  and  schools. 

For  particulars  on  the  general  scope  of  the  Association  or  any  of 
its  activities,  address 

SECRETARY,  N.  A.  S.  E.  E.  C., 

"Watchung  Crest,"  Plainfield,  N.  J. 

75 


HERBART  HALL 

INSTITUTE  FOB  ATYPICAL  CHILDREN 
Founded  April  1,  1900,  by  Maximilian  P.  E.  Groszmann. 

Maintained  by  the 

NATIONAL  ASSOCIATION  FOR  THE  STUDY  AND  EDUCATION 
OF  EXCEPTIONAL  CHILDREN 

This  Institution  is  one  of  the  activities  of  the  N.  A.  S.  E.  E.  C. 
and  is  intended  solely  for  the  "different"  child,  the  difficult  child, 
the  handicapped  normal  child — whether  boy  or  girl. 

No  feeble-minded,  degenerate  or  otherwise  low  cases  are 
considered. 

The  object  of  this  Institution  is 
to  Train  the  ATYPICAL  CHILD 

Whether  overbright,  or  somewhat  backward,  to  be  able  later  to 
compete  with  the  average  normal  child. 

In  addition  to  the  ordinary  branches,  the  course  of  study  in- 
cludes physical  training,  nature  study,  manual  and  constructive 
work,  etc.  Methods  and  equipment  are  based  upon  the  most 
modern  pedagogic  principles.  Medical  care  is  a  prominent  feature 
of  the  work. 

HERBART  HALL  is  the  pioneer  institution  in  this  line  of  ed- 
ucation. The  Association  maintaining  it  lays  emphasis  upon  the 
needs  of  the  misunderstood  normal  child  in  contrast  to  the  over- 
stimulated  interest  in  the  feeole-minded  and  abnormal. 

"Watchung  Crest,"  the  home  of  HERBART  HALL,  comprises 
over  twenty-five  acres  of  land  and  is  situated  on  Watchung  Moun- 
tain, a  spur  of  the  Blue  Ridge,  five  hundred  feet  above  sea-level 
(four  hundred  feet  above  Plainfield). 

For  terms,  catalog  and  other  information,  address 

WALDEMAR  H.  GROSZMANN,  Principal 

"Watchung  Crest,"  Plainfield,  N.  J. 

76 


nf  GJuifl  $Ir!umtttttt  4fl?n  Plffl  SCtuitu 
Dr.  (gmHzmann  attb 


GOVERNOR  OF  NEW  JERSEY  AND  PRESIDENT-ELECT  OF  THE  UNITED  STATES 

SAYS: 

"The  objects  for  which  the  Association  has  been  formed  have  long 
commanded  my  deep  sympathy,  and  I  hope  that  I  may  have  the  privilege 
of  assisting  in  the  work  of  the  Association  in  a  way  which  will  be  expres- 
sive of  that  sympathy.  I  wish  for  the  Association  long  life  and  the  dis- 
tinction of  wise  success." 
October  16,  1912. 


%m.  OTtlltam  $ .  Sfeft 

PRESIDENT  OF  THE  UNITED  STATES 
SAYS: 

"I  wish  it  were  possible  for  me  to  .  .  .  .  address  the  third  annual 
conference  of  the  National  Association  for  the  Study  and  Education  of 
Exceptional  Children,  .  .  .  and  thus  to  manifest  the  real  interest  ^  I  feel 
in  the  important  and  useful  studies  of  children  now  being  made  with  the 
co-operation  of  the  teacher,  the  physician  and  the  social  worker,  of  which 
this  conference  is  an  indication. 

"Such  studies  reveal  that  the  physical  health  of  many  retarded  chil- 
dren is  responsible  for  their  retardation,  and  can  be  remedied;  that  pov- 
erty and  the  social  surroundings  are  responsible  in  other  cases;  and  that 
the  child  is  normal  if  freed  from  these  handicaps.  They  also  show  unmis- 
takably that  there  are  types  of  exceptional  children  hopelessly  abnormal 
and  whose  neglect  has  led  in  the  past  to  criminality  and  suffering  for 
themselves  and  for  others. 

"I  know  of  no  studies  which  promise  more,  both  for  normal  and  for 
abnormal  children  and  for  the  future  good  of  our  country,  than  the  inves- 
tigation into  the  subject  of  your  deliberations  for  this  year — differentiation 
of  the  difficult  child  and  the  backward  child  from  the  feeble-minded  child. 

"The  welfare  of  the  nation  depends  on  the  education  of  its  people  to  a 
greater  extent  than  any  other  one  thing,  and  it  is  a  matter  of  the  greatest 
importance  that  all  children  shall  be  educated  according  to  their  own 
capacities  for  intelligent  citizenship  and  for  the  successful  pursuit  of  those 
professions  and  occupations  for  which  they  are  best  fitted  by  natural  dispo- 
sition, and  through  which  they  may  best  administer  to  their  own  happiness 
and  serve  most  effectively  society,  state  and  nation. 

"I  wish  for  your  conference  abundant  success  in  its  labors." 

October  18,  1912. 

*  These  opinions  and  similar  ones  from  a  large  number  of  the  most 
prominent  men  and  women  of  America  and  Europe,  were  written  to  Dr. 
Groszmann  in  connection  with  the  Third  Annual  Conference  of  the 
National  Association  for  the  Study  and  Education  of  Exceptional 
Children.  This  Association,  of  which  he  is  the  founder  and  moving  spirit, 
is  the  result  of  his  ceaseless  pathfinding  for  the  child  for  over  a  quarter 
of  a  century. 


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Annual  Report  of  N.  A.  S.  E.  E.  C.,  19 
Catalogs  of  The  Groszmann   School  fo 
dren,  1903,  1905,  1907,  1908,  1909*   (c 

presentation  of  the  problem  of  th< 
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